FROM POLICY TO PRACTICE IN CLIMATE-RESPONSIVE EDUCATION: A STRUCTURAL EQUATION MODEL OF CURRICULUM SUPPORT AND INSTRUCTIONAL PLANNING

Roel Feliciano

doi:10.62596/2b4h7a67

Authors

Roel S. Feliciano Graduate School, Zamboanga Peninsula Polytechnic State University, Zamboanga City, 7000, Philippines Author

DOI:

https://doi.org/10.62596/2b4h7a67

Keywords:

Instructional Planning, Ecological Systems Theory, Education for Sustainable Development, Teaching Practices, Climate-responsive Education

Abstract

This study looked at how instructional planning and curricular support affected basic education teachers' climate-responsive teaching methods at a few public junior high schools in Zamboanga City, Philippines. The study used a mixed-methods approach with a convergent parallel design and was based on Understanding by Design (UbD), Ecological Systems Theory (EST), and the Education for Sustainable Development (ESD) framework. A researcher-adapted questionnaire was used to collect quantitative data from 120 teachers, which was then analyzed using structural equation modeling (SEM). In contrast, focus groups and interviews were used to acquire qualitative data from 12 participants, which was then subjected to thematic analysis. The results showed that while instructional materials were comparatively scarce, curricular support (M = 3.75), instructional preparation (M = 3.90), and climate-responsive teaching techniques (M = 3.85) were scored well. Curriculum support had a considerable impact on instructional planning, and instructional planning was a major predictor of teaching practices, acting as a crucial mediating variable, according to SEM results. According to qualitative research, there are difficulties with resources and training, and curriculum support is frequently implicit. Overall, the findings point to the importance of improving institutional support and instructional planning for successful climate-responsive education.

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