📄 Abstract
This study examined perceived curriculum alignment, teaching practices, and their relationship in the Bachelor of Elementary Education program at Eastern Samar State University, Can-avid Campus. A cross-sectional descriptive-correlational survey involved seven faculty members and 23 students during academic year 2026–2027. A researcher-made 40-item questionnaire measured four curriculum-alignment dimensions and four teaching-practice dimensions using a five-point agreement scale. Descriptive statistics, Cronbach’s alpha, and Spearman correlation with permutation testing were reported, with Pearson and respondent-status analyses as sensitivity checks. Overall curriculum alignment was rated near the upper response anchor (M = 4.84, SD = 0.19), as were teaching practices (M = 4.88, SD = 0.18). Learning outcomes had the lowest curriculum-alignment mean (M = 4.65), while teaching strategies had the lowest teaching-practice mean (M = 4.77). The overall composites showed internal consistency estimates of .794 and .832, respectively, although several component dimensions had low or negative estimates. Curriculum alignment and teaching-practice scores were positively associated (rₛ = .707, 95% CI [.431, .873], p < .001). The findings support reviewing outcome communication and instructional alignment, but do not establish causal effects or independently observed teaching effectiveness. Interpretation is limited by the small single-campus sample, ceiling-concentrated responses, and weaknesses in several subscales.
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📚 How to Cite:
Ma. Cristina Y. Martinez, Lanie M. Tapac, Marifel Ivy C. Adel, Arnalyn G. Aseo, Ma. Leonida C. Taniñas, Jeralyn D. Obinguar , PERCEIVED CURRICULUM ALIGNMENT AND TEACHING PRACTICES AMONG ELEMENTARY EDUCATION FACULTY AND STUDENTS AT EASTERN SAMAR STATE UNIVERSITY CAN-AVID CAMPUS , Volume 12 , Issue 11, November 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 11 - 16 ,