Internal Stakeholder Empowerment and Curriculum Implementation of Selected Grade 7 Classes in Negros Oriental, Philippines

Abstract

This study examined the relationship between internal stakeholder empowerment and Grade 7 curriculum implementation in selected junior high schools in a province in the central Philippines. It aimed to determine if internal stakeholder empowerment can account for the extent of curriculum implementation of Grade 7 in the selected schools. Validated self-made questionnaires were given to randomly selected respondents from six public city high schools strategically located in the province of Negros Oriental, Philippines. Respondents included 393 Grade 7 students, 54 teachers, and six principals. Results reveal that there is a high positive correlation between stakeholder empowerment and curriculum implementation among the three internal stakeholders: teachers, students, and principals. These groups have not displayed a significant difference in their ratings. In conclusion, stakeholder empowerment is a defining factor in the implementation of Grade 7 curriculum in the respondent schools covered in the study.