Teachers' Perception on Civic Responsibility and their Performance in Teaching Araling Panlipunan

This research investigates elementary school teachers' perceptions of civic responsibility and their impact on teaching Araling Panlipunan at Valencia City Central School (VCCS). Grounded in Social Constructivism, Civic Education Theory, and Teacher Responsibility Theory, the study addresses the need for a stronger civic education framework amidst Philippine social and political issues. A quantitative approach assesses teachers' understanding, attitudes, and perceived role in promoting civic engagement, correlating these with their instructional performance. Key findings from the study's data reveal that teachers at VCCS hold a very high level of perception of civic responsibility. However, this has no significant relationship with their teaching performance. The research seeks to inform curriculum development and teacher training, advocating strategies that empower teachers as facilitators of civic engagement. Identifying connections between teachers' perceptions, teaching methods, and student outcomes, the study seeks to enhance civic education, specifically in the K to 12 Curriculum (DepEd, 2019). Eventually, this research promotes a culture of civic responsibility by identifying the factors that shape teachers' views and can inform curriculum development and teacher training programs, particularly in the first district of Valencia City Division, the Valencia City Central School (VCCS). The goal is to nurture a generation capable of addressing societal challenges and contributing to national development. The findings could inform teacher training programs and professional development initiatives, ensuring that teachers are equipped with the necessary skills and knowledge to integrate civic education into their classroom instruction effectively.