Abstract

Characterization is the highest level in the taxonomy of the Affective Domain; it is the process of creating a value system that governs learners' conduct, which is the most crucial aspect of their behavior. This study aims to elicit the perceptions of teachers about the attainment, barriers, facilitating factors, and other possible teaching practices that can be used to attain characterization in teaching values. A qualitative data inquiry through an open-ended survey questionnaire was utilized in this study. The following themes emerged from the categorized responses of the eight public school teachers, who are the informants of this study: (1) in the attainment of characterization—values that can be actualized and applied in real life, adherence to curriculum, and teachers as role models; (2) barriers in the characterization are negative societal influence, subject limitation, and learners’ disposition; (3) facilitating factors are support and help from family and environment, teacher commitment and competence, and the importance of the subject and its application; (4) other possible teaching practices that can be used are integration in other areas, proper implementation of the curriculum, and active learning. In light of these findings, this study contends that, in the attainment of characterization, the ecological teaching approach could be adopted and sustain the practice of curriculum delivery beyond the conventional cognitive process dimensions.

Keywords

References

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