Teachers’ Preparedness and Efficacy in Delivering Reproductive Health Education and Learners’ Development
DOI:
https://doi.org/10.65339/ijsair.V2.I1.15Keywords:
Reproductive Health Education, Delivery, Teaching, Preparedness, LearnersAbstract
This study determined the level of preparedness and efficacy of teachers in teaching Reproductive Health Education (RHE) and its implications for learners' knowledge, skills, and attitude development for SY 2025–2026 in the Tagbilaran City Division. Adopting a descriptive-inferential research design, the study surveyed 16 public elementary schools and examined data collected from 103 teachers and the proportion of their 366 learners based on the validated survey questionnaires. Mean, SD, and multiple regression analysis have been used to analyze the data. Results indicated moderate levels of teacher preparedness to teach RHE, and these teachers were moderately skilled in the delivery of RHE. According to teachers, learners are moderately prepared in all dimensions; likewise, learners’ self-ratings indicate moderate preparation, but with knowledge and attitudes showing higher levels of growth. Findings indicated teaching trainings, preparedness and efficacy were not a significant predictor of learners' development. These results suggest that it may be inappropriate to assume that a direct relationship exists between the extent and quality of teachers' RHE training, preparation, and efficacy and learners' development, since other contextual and systemic-level components might have a greater influence on people's learning processes. These findings highlight the need to improve wider school and community support systems to enhance Reproductive Health Education delivery and effectiveness in basic education.
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