The Teachers Role as Curricularist in the 21st Century

Introduction
Education is the most powerful weapon which you can use to change the
world according to Nelson Mandela. It is usually the only inheritance that our parents
can give us and is said to be the only thing that we can bring anywhere even in our
grave.
It is clear that the 21st century classroom needs are very different from the
20th century ones. In the 21st century classroom, teachers are facilitators of student
learning and creators of productive classroom environments, in which students can
develop the skills they might need at present or in future. In fact, teachers are the
essential elements of education that will help and guide the learners in the process
of learning. Harmer, J. states that it makes more sense to describe different teacher
roles and say what they are useful for, rather than make value judgments about their
effectiveness.
This survey shows about how the teachers perform their duty efficiently
despite their multi-faceted task in school. This will help the teacher to assess
themselves that despite of their hectic schedule to the different activities that they
conduct every day, still they are able to give the sufficient learning that their students
need. Also, it measures the mastery of the teacher to the subject matter they teach
and how they gave life to the curriculum plan as an implementor of it where teaching,
guiding, facilitating skills of the teacher is expected to the highest level. And also,
how teachers monitor and assess the learning of their students and how they modify
the activities that suit to the learners.

Furthermore, this portrait if the teachers leads the implementation of a new

curriculum and write instructional materials based on the recommended school
curriculum. How they find ways to improve teaching and learning process in the 21 st
century.
Objectives
To know the different views of the teacher as a curricularist.
To know how the teacher react and respond to the new curriculum.
To determine the consistency of the teachers role in the class.
To evaluate the most and the least activity done by the teacher in the class.
Procedure
The responsibility of the researchers is to conduct a survey about the
teachers role as curricularist. The respondents are the public and private teachers
from the primary, secondary and tertiary level assignment of teacher. The
researchers will provide a survey sheet to be answered by the respondents. The
purpose of the survey is to know how the teachers respond to the new curriculum
and not to judge their effectiveness as a curricularist. There is no right or wrong
answers, all answers are valid and considered as beneficial to produce conclusion
about their point of views as curricularist.
The survey sheet will be collected after the respondents answered the
questions in the sheet and the gathered information will serve as a guide to the
researchers to know how the teachers react to the new curriculum and how they
respond as curricularist.

Statistical Procedure
After the researchers gathered the information in the survey sheet. The researchers
will do the following.

Analyzed the data gathered.

Count the number of respondents who answered yes and no from questions

1-7.
Rank the total number participants answer from the 1-7.
Review the number of respondents who do most and least of the activity in

the classroom.
Make a conclusion out of the data gathered by the researchers.

Discussion
As early as 1928, Rugg and Shumaker (1928) recognized the need for
teacher involvement in curriculum development and suggested that teachers work
collaboratively with curriculum specialists to organize content and materials.
Similarly, Caswell and Campbell (1935) supported teacher participation in curriculum
committees at all levels, partly because they believed such participation would help
teachers align content with student needs. Nevertheless, neither Rugg and
Shumaker (1828) nor Caswell and Campbell (1935) placed overall responsibility for
curriculum, especially at the district level, in the hands of teachers.
The survey is conducted with the purpose of knowing how far did the
teachers achievement in their chosen career which includes the curricularist survey
tool where teacher will answer the following survey questions. The respondents are
any teacher who is willing to impart his/her knowledge about the teachers role as a
curricularist by answering the survey sheet provided by the researchers.

The researchers come up with 30 teachers as their participants of this survey.

The respondents have different techniques and strategies in terms of teaching and
most of them undergo with different experiences in teaching that helps to be
functional teacher. They also passed by a series of years in their fields. The
respondents are divided into different level of education, some are teaching tertiary,
secondary, primary level of education.
The table below will show the number of participants who answered yes and
no.

NUMBER OF QUESTION
1
2
3
4
5
6
7

NUMBER OF PARTICIPANTS
YES
NO
30
30
30
29
1
23
7
28
2
30

RANK
6
5
4
7
1
3
2

As a future educator, the researchers believe that the survey conducted is

useful to open the mind of the researchers about the teachers view as curricularist.
The researchers aim to understand how the teacher react and respond as
curricularist and the most activity that the teacher do in the classroom to effective
teacher.
Conclusion
The survey, which was conducted in April, revealed that more than half of the
respondents react positively to the implementation to the new curriculum, believing
that teachers would be more effective and efficient in the teaching-learning process
in class.

The results reveal that 80% of respondents agreed that most define role in the
classroom activity is to modify their activity to suit the learners in their classroom.
Believing that this will give students more sufficient knowledge and preparation for
their future career, and 21% of respondents are not agreed that they lead to the
implementation of the new curriculum.
It is also shows that the respondents have different point of views as a
curricularist. But the successful of the implementation of new curriculum will matter
most in the performance of the teacher in dealing different teaching strategies to the
learners. Since teachers shape the culture of their classrooms, improve student
learning, and influence practice and production. Brown, H. Douglas (2007) mentions
that teachers can play many roles in the course of teaching and this might facilitate
learning. Their ability to carry these out effectively will depend to a large extent on
the rapport they establish with their students, and of course, on their own level of
knowledge and skills.

References
Bilbao, P. P, Ed.D., Dayagbil F. T, Ed. D and Corpuz, B., Ph.D. (2015). Curriculum
Development. Quezon City: Lorimar Publishing, Inc.
Caswell, H. L., & Campbell, D. S. (1935). Curriculum development. New York:
American Books.
Rugg, H. & Shumaker, A. (1928). The child centered school. New York: World Book.
Ryan, S. (1999). Principals and teacher leading together. Paper presented at annual
meeting of the American Educational Research Association, Montreal,
Quebec, Canada.