Demographic Profiles And The Percieved-Actual Responses Of The Grade 7 History Teachers On The Implementation Of The K-12 Curriclum In The Province Of Sulu

The primary aim of this paper was to determine the demographic profiles and the percieved-actual responses of the grade 7 history teachers on the implementation of the K-12 curriclum in the Province of Sulu. The descriptive research design was used in the study. The study was conducted in Sulu both private and public schools. The study participants were composed of Grade 7 History teachers in public and private High Schools in some of the municipalities, province of Sulu for school year 2017-2018. The results concluded that The Grade 7 History teachers are not growing professionally in terms of their educational attainment both in perceived and actual implementation of the K-12 curriculum, they strongly agreed that the following problems

The primary aim of this paper was to determine the demographic profiles and the percieved-actual responses of the grade 7 history teachers on the implementation of the K-12 curriclum in the Province of Sulu. The descriptive research design was used in the study. The study was conducted in Sulu both private and public schools. The study participants were composed of Grade 7 History teachers in public and private High Schools in some of the municipalities, province of Sulu for school year 2017-2018. The results concluded that The Grade 7 History teachers are not growing professionally in terms of their educational attainment both in perceived and actual implementation of the K-12 curriculum, they strongly agreed that the following problems exist: as Learning Resources, Teacher's Competency, Method Approaches and Technique, Administrator's Competency and Teaching, Supervisor's Competency, Monitoring, Technical Assistance, Evaluation, and Assessment. It is recommended that Based on the findings of the study on the issues and challenges confronting Grade 7 History teachers in the implementation of K-12 curriculum in the Province of Sulu, the following recommendations are: Grade 7 History teachers must improve their education attainment;History teachers spontaneously read more about techniques, strategies about History on the implementation of K-12 curriculum;History teachers must earn at least Master's degree in line with his or her major; The DepEd must improve the implementation of the K-12 History curriculum in areas of Learning Resources, Teacher's Competency: Method Approaches and Technique, Administrator's Competency and Teaching, Supervisor's Competency, Monitoring, Technical Assistance, Evaluation, and Assessment; The DepEd must sponsor more seminars for the History Teachers to participate in the actual implementation of the K-12 History Curriculum; There must be similar study conducted to assist the findings of this study; and Administration must fully support the program; that is and for the progress of the teachers.

Introduction
The impetus for meaningful education is clear: the realities of our modern world required productive and that Filipino students would be more literate, skilled, and competitive to be able to find jobs more easily and contribute to the country's pride as well as the country's economy. K-12 education is an innovative education system (Tarra, 2012). This area of education ha s dominance over the conventional educational systems as it puts more weight on thinking and reaching own self-explanatory conclusions. The way of teaching here is completely different and phenomenal. Teachers generally follow the tactic of asking students to work on a lot of assignments since it develops an intellectual, yet interesting learning habit. In reality, this method helps the students in revising what has been taught previously (Tarra, 2012).
The K-12 program intended to produce graduates will be more prepared to enter the labor force. Noticeably, high school graduates of the current curriculum are not yet employable for the reason that they are not yet competent and wellequipped with the skills needed in the work places.
In addition, most high school graduates are not yet reaching legal age of 18. With the new curriculum, senior high school graduates can choose a field that they are good at and interested in. As a result, they will be equipped with the skills needed for a specific job even without a college degree. At the age of 18, the age when they graduate from high school, they will be employable and competitive already. Thus, adding up to the nation's manpower.
However, the problem concerning the implementation of the K-12 curriculum is the cost.
The government needs enough funds to fully support today's ten years. The Department of Education still confronted with the lack of classrooms, furniture and equipment, qualified teachers, and error-free textbooks. The government must be prepared for the costs of the implementation of the K-12 curriculum.
Indeed, the benefits of K-12 implementation are correlated with the problems and challenges of its implementation for teachers and other stakeholders.
Hence, this study was conducted to determine the issues and challenges confronting Grade-7 History teachers in the implementation of K-12 curriculum in the province of Sulu.

Research Design
This study used a survey research design that aimed to find out the issues and challenges confronting the Grade 7 History teachers in the implementation of the K-12 Basic Education Curriculum through answering questions administered to the selected respondents.

Source of Data
The data in this survey were sourced from the respondents, library works and internet research.
The data from the respondents were obtained through the questionnaire. The questionnaire utilized the following scales: 5 -Very Strongly Agree; 4 -Strongly Agree; 3 -Moderately Agree; 2 -Disagree; and 1 -Strongly Disagree. The library works and internet researches were used to obtain the data for related literature and further explanation of the research problems.

Research Locale
The samples of this survey study consisted of Curriculum.

Sampling Procedure
Purposive sampling was employed in this study. It was purposive for the fact it uses only the Grade 7 History teachers in public and private High Schools in some of the municipalities, province of Sulu for school year 2017-2018.

Data Gathering Procedure and Tools
In this study the researcher gathered data by securing a letter from the office of the Dean of the 6. Treatment of the Data using statistical tools.

Statistical Treatment of Data
In this study the researcher used accurate statistical tools such as descriptive and inferential statistical for the treatment of the specific problems.

Result and Discussion
The respondents in the study are composed of 45 Grade 7 History teachers, purposely selected to determine the perception and actual implementation of the K-12 curriculum. In terms of the length of service, 35.6% or 16 have taught the History subject below 5 years, 48.9% or 22 of the respondents taught the subject 6 -10 years and 15.6% or 7 of the respondents taught the subject 11 years and above. 100.0 Table 3 shows the demographic profile of the respondents in terms of seminars/training attended wherein 4.4% or 2 of them attended 1 -3 times, 66.7% or 30 attended 4 -6 times and 28.9% or 13 of them attended for 7 times and above.     The mean values of all issues and challenges fall in the interval range 3.50 -4.49 with a description of Strongly Agree.

Conclusion
In the light of the findings, the study concluded that: The

Recommendation
Based on the findings of the study on the issues and challenges confronting Grade 7 History teachers in the implementation of K-12 curriculum in the Province of Sulu, the following recommendations are: • Grade 7 History teachers must improve their education attainment; • History teachers spontaneously read more about techniques, strategies about History on the implementation of K-12 curriculum; • History teachers must earn at least Master's degree in line with his or her major; • The DepEd must improve the implementation of the K-12 History curriculum in areas of • The DepEd must sponsor more seminars for the History Teachers to participate in the actual implementation of the K-12 History Curriculum; • There must be similar study conducted to assist the findings of this study; and