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Looking at the no child left behind policy: the implementers’ perspectives

Sociology International Journal
Aljane Mae D Rebusa, Lalyn R Refogio, Ariel E San Jose

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This qualitative-phenomenological research aimed to determine the perspectives of the teacher-implementers about the No Child Left Behind Policy in Bato National High School. Participants of the study were three TLE teachers and five teachers from different courses. Participants were chosen through purposive sampling. Using the focus group discussions and in-depth interviews, the researchers found out that the teachers had positive and negative perceptions of the policy; it aided low-performing and at-risk students. However, the participants indicated that students became dependent and lazy; also they mentioned that unprepared students passed; hence, the program was unfair. The school administration needs to look into the teachers-implementers view on the NCLB for its improvement.


NCLB of 2010, teachers, child, implementation, intervention, perception