First Sem-Second Shift

AY 2020-2021

Course & Major: MAEd TLE

Concept Paper No. __1__

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SECONDARY HOME ECONOMICS TEACHERS LEVEL OF
PREPAREDNESS IN TEACHING FOOD SKILLS
 
 

December 2020

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RATIONALE

K to 12 Program under the Enhanced Basic Education Act of 2013 of Republic Act No.
10533 strengthened curriculum was fully implemented in the year 2016. Significantly, its goal is
to produce graduates who are ready for higher education, middle skills deployment,
employment and entrepreneurship. One of its characteristics is to landscape integration of
Technical Vocational Skills, learning competencies and qualifications in Technology and
Livelihood Education (TLE) in Junior High School. And in order to realize this, teachers must be
equipped and competent in their respective fields of specialization.

Different programs and supports were being offered by the Department of Education in
order to fulfill this goal. Department of Education Order No. 45, Series 2014 ensures that
teachers who will teach specialized subject in the secondary education shall possess the
necessary certification issued by Technical Education and Skills Development Authority
(TESDA) and Department of Education Order No. 101, Series 2017 which conducted Trainers
Methodology Assessment for TLE Teachers which aims to provide teachers with an additional
credential that will certify their competence to effectively teach in their field of specialization
through the possession of a TM certificate.

However, Technology and Livelihood Education program being divided into four
components such as Information and Communications Technology, Agri-Fishery, Industrial Arts
and Home Economics where each component is still divided into different areas. This condition
left the educators to execute teaching-learning of the new curriculum excellently as much is
expected from them despite wide range of areas and several uncertainties and reluctance from
different groups.

Moreover, a study conducted by Ariaso, Delsa et al. (2016), stated that most of the TLE
teachers shared their frustrations on what they considered their problem in teaching the subject.
Since schools have different needs on the learning resources and teachers needs different
qualifications, the variation of the learning areas makes it more difficult for teachers to manage.

Subsequently, home economics teachers’ views of essential food skills are unknown due
to scarcity of research in this specialist area. The aim of this study was to identify the level of
preparedness and food skills of home economics teachers that should be taught to secondary
school students following the framework set by the British National Foundation for Public Health
England in Food Teaching (2015). This will then be matched with the skills identified by the food
experts in the study of Fordyce-Voorham S. (2010).

This study is significant as an understanding of what food skills home economics

teachers possessed that would be valuable in assisting program designers within the profession
to develop a relevant curriculum that incorporates these skills. Understanding these skills would
support teachers in designing programs that would address behavioral capabilities to improve
young people’s food preparation and eating behaviors. It will provide home economics teachers
with an understanding of their food skills to teach their students in skill-based healthy programs.
And it will help plan and run professional training courses to support best practice.

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 While the curriculum embarked learners to be competent on their chosen career stuffed
with the skills that they have developed, it is necessary to look at the teachers’ level of
preparedness and performance as well. With this, teachers will be true with their duty to plan
and teach the learners to help them achieve their goals in life.

LITERATURE REVIEW / THEORETICAL FRAMEWORK

Teachers are expected to be efficient on the field they are into and to fulfill their daily
tasks with their respective learners. The first formal teacher preparation began in the 1820s with
the establishment of Vermont and Massachusetts. With the establishment of normal schools in
the nineteenth century, its purpose was straightforward: the preparation of teachers as stated by
Dunkin M. J. (2021).
Hagger and McIntyre (2000) explain that teacher preparedness originates from teacher
education which refers basically to the specific program which helps the teacher in developing
quality and effective strategies in teaching and learning process.
As professionals working in schools, home economics educators have a significant role to
play in young people’s lifelong learning about healthful preparation and eating behavior
(Pendergast 2009).
British National Foundation for Public Health England in Food Teaching (2015) in
secondary schools, sets framework that is a guide to the knowledge and skills expected of
secondary school teachers is developing professional competence that would result in
exemplary teaching. This includes that they meet national standards for the subject, develop an
action plan for professional development and further their professional expertise. In addition,
older teachers might be more interested in basic cooking skills since these were more likely to
have been emphasized during their training (Pendergast D. 2009). Also, when teaching,
accomplished teachers applies principles of safe storage of food and information labels,
personal hygiene and how to take preventive measures of food poisoning and other risk.
The British Nutrition Foundation for Public Health England (2015) has described in their
Food Preparation and Nutrition the specific skills requirements in food preparation and cooking.
This technique requires learners to demonstrate and apply skills when planning, preparing,
cooking, and presenting a selection of recipes, modifying recipes, or creating new recipes, to
meet particular requirements.

CONCEPTUAL FRAMEWORK

When teaching food, accomplished teachers understand how children learn key
concepts and skills and use age/ability appropriate teaching strategies that engage learners,
challenge a range of abilities, and build confidence and independence. (British National
Foundation for Public Health England in Food Teaching (2015))
This study was adopted on the theory of Fordyce-Voorham S (2010) that had identified
four over-arching themes as key essential food skills: knowledge, information, skills and
resources as given by six group of food experts. These were subdivided into twelve essential
subthemes which formed the basis of an essential food skills checklist used in a follow-up study
of home economics teachers.
 ‘‘Knowledge’’ includes a personal awareness and understanding about nutrition and
what would constitute a nutritious family-type meal.

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  ‘‘Information’’ includes examples of written or electronic data such as recipe and
nutrition books, periodicals, and pamphlets, and Web sites and on-line help from
personal contact experts.
 ‘‘Skills’’ require an application of knowledge and include hands-on practical ability to
be able to plan, shop, prepare, and cook a meal.
 ‘‘Resources’’ may include human (energy, motivation, people other than teachers or
facilitators of cooking programs) and nonhuman (time, cooking equipment, and
transport) assets that would assist an individual to plan, shop, prepare, and cook a
meal.

RESEARCH PARADIGM

Independent Variables Dependent Variables

Framework of Knowledge and

Skills in Food Teaching Key Essential Food Skills

I. Professional Competence
 Relevant educational  Knowledge
attainment  Information
 Relevant seminars/trainings  Skills
attended  Resources
 National Certificate level II
and Training Methodology
Course I
Figure Number
 of yearsParadigm
1. The Research in teaching
TLE
II. Implementing Good Food
Safety and Hygiene
 Safe storage
 Information on food labels
 Preventive measures on
food poisoning and other
risks
 Personal hygiene
III.Skills Requirement
 Food preparation
 Cooking techniques

Figure 1. Research Paradigm

STATEMENT OF THE PROBLEM

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 This study aims to determine the relationship between the factors affecting the
secondary home teachers’ level of preparedness in teaching food skills in the Division of
Tanauan City during the school year 2020-2021.
Specifically, it aims to answer the following questions:
1. What are the qualifications of Home Economics teachers in terms of:
1.1. relevant educational attainment;
1.2. relevant trainings and seminars attended;
1.3. national Certificate Level II and Training Methodology Course I; and,
1.4. number of years in teaching TLE?
2. What is the level of strength of Home Economics teachers in implementing good food
safety and hygiene in terms of:
2.1. safe storage;
2.2. information on food labels; and,
2.3. preventive measures on food poisoning and other risks?
3. What is the level of skills of Home Economics teachers in terms of:
3.1. food preparation; and,
3.2. cooking techniques?
4. Is there a significant relationship between the professional competence of Home
Economics teachers and key essential food skills?
5. Is there a significant relationship between the level of strength of Home Economics
teachers in implementing good food safety and hygiene and key essential food skills?
6. Is there a significant relationship between the identified levels of skills of Home
Economics teachers and the key essential food skills?

HYPOTHESIS

The following are the hypothesis formulated in this study:

1. There is no significant relationship between the professional competence of Home
Economics teachers and key essential food skills.
2. There is no significant relationship between the level of strength of Home Economics
teachers in implementing good food safety and hygiene and key essential food skills.
3. There is no significant relationship between the identified levels of skills of Home
Economics teachers and the key essential food skills.

RESEARCH METHODS

Descriptive method is the method used when the researcher wants to describe a
phenomenon and its characteristics. This research is more concerned with what rather than how
or why something has happened. Therefore, observation and survey tools are often used to
gather data (Gall, Gall, & Borg, 2007).

Qualitative research, however, is more holistic and often involves a rich collection of data
from various sources to gain a deeper understanding of individual participants, including their
opinions, perspectives, and attitudes. Qualitative research collects data qualitatively, and the
method of analysis is also primarily qualitative. This often involves an inductive exploration of
the data to identify recurring themes, patterns, or concepts and then describing and interpreting

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those categories. In qualitative research, the data collected qualitatively can also be analyzed
quantitatively. This happens when the researcher first examines the qualitative data thoroughly
to find the relevant themes and ideas and then converts them into numerical data for further
comparison and evaluation. (Nassaji H. 2015)

Stratified random sampling technique among the secondary home economics teachers
teaching in Grade 7, 8, 9 and 10 in the sixteen schools of Tanauan City Division will be the
respondents of the study so there will be equal chance of being chosen as a sample. The
researcher will seek permission to conduct the study from the head of the Division of Tanauan
City, the Schools Division Superintendent to administer the survey to sixteen public schools
under her administration. The researchers then personally approached the target respondents
with the consent of the school principals.

The study will utilize the framework set by the British Nutrition Foundation for Public
Health England (2015) for the implementation of good food safety and hygiene. Twenty-item
skill group questionnaires with different techniques will be given to the respondents as teacher
self-reports to determine more types of assistance and support a struggling teacher may need.
Gathering of information to determine their professional development opportunities will be more
reliable in this type. (LITTLR, Oliva et al., 2009)

Data collected from the responses of the teachers to the questions will be treated using
the following statistical tool, namely: frequency count, weighted mean, percentage and
correlations. Correlation coefficients will be used to measure the strength of the relationship
between two variables. Pearson correlation is the one most commonly used in statistics to
measure the strength and direction of a linear relationship between two variables.

REFERENCES

1. Ariaso, Delsa A. et al. (2016). The Plight of Technology and Livelihood Education
Teachers in Selected Schools in the Municipality of Naval, Biliran, Philippines.
2. British National Foundation for Public Health England in Food Teaching (2015): Food
teaching in secondary schools: A framework of knowledge and skills.
3. Department of Education Order No. 45, Series 2014. Guidelines on the Assessment
of Grade 9 Technology and Livelihood Education (TLE) Public Secondary School
Teachers.
4. Department of Education Order No. 101, Series 2017. Trainer’s Methodology
Assessment for Technology and Livelihood Education Teachers.
5. Department of Education in United Kingdom. 2015. Food Preparation and Nutrition:
General Certificate of Secondary Education.
6. Dunkin, Michael J. et al. (2021). Teacher Education Historical Overview, International
Perspective.
7. Gall, M.D., Gall, J.P., Borg, W.R. (2007), Educational research: An introduction (8th
ed.). Boston: Pearson.
8. Nassaji H. (2015). Qualitative and descriptive research: Data type versus data
analysis.

Educ 211-Graduate Seminar – CONCEPT PAPER FORMAT_TITLE DEFENSE

 9. Pendergast, Donna. 2009. Generational Theory and Home Economics1: Future
Proofing the Profession. Family and Consumer Sciences Research Journal. 37. 504
- 522.
10. Republic Act 10533. 2020. An Act Enhancing The Philippine Basic Education System
by Strengthening Its Curriculum and Increasing the Number of Years for Basic
Education, Appropriating Funds Therefor And For Other Purposes.
11. Sandra Fordyce-Voorham. 2017. Identification of Essential Food Skills for Skill-
based Healthful Eating Programs in Secondary Schools.

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