This study was conducted to find out the attitude towards Basic education Curriculum and morale of Technology and Livelihood Education (TLE) teachers in the Division of Caloocan City.

This study also tried to determine the teacher-related factors, such as age, gender, educational attainment, length of service, civil status, field of specialization, trainings and seminars attended, and school-related factors, such as management support and encouragement, policy, and facilities and equipment that affect the attitude towards Basic Education Curriculum and its effect on the morale of TLE teachers.

The respondents of this study were one hundred ten (110) TLE teachers from ten selected secondary schools in the Division of Caloocan City during the school year

2005-2006. The respondents were selected through random sampling The questionnaire was the chief data-gathering instrument used in the study. The

frequency, percentage, mean, and standard deviation were used to describe the variables. The Stepwise Multiple Regression Analysis was used to answer the problems and to

confirm the hypotheses.

The salient findings of the study are:

A Teacher-respondents' profile

1. Out of 110 respondents, 38 of them or 34.5 percent are within the age range of 41-50; there are 37 or 33.6 percent whose age range is from 31-40, 18 or 16.4 percent are within the age range of 51-60; about 14 or 12.7 percent are below 30 and 3 or 22.7 percent are above 60 years old. 2 Majority of the respondents, 85 or 77.3 percent, are female, und 25 or 22.7 percent are male.

3. Out of 110 respondents, 55 or 50 percent are Bachelor's Degree holders, 49 or 44.5 percent ure Bachelor's Degree holders with M.A. units; 3 or 2.7 percent are M..A. Degree holders, and 3 or 2.7 percent are M.A. Degree holders with doctoral

units.

4. Thirty-three (33) or 30.0 percent have length of service ranging from 11-16 yours, 25 or 22.7 percent are within the range of 17-25; 19 or 17.3 percent with 5 years and below; 17 or 15.5 percent belong to 6-10, and 16 or 14.5 percent are within the 26-35 years of service.

5. Majority of the respondents are married (87 or 79.1 percent), 17 or 15.5 percent are single; and 6 or 5.4 percent are widow.

6. On the respondents' field of specialization, most of them, 33 or 30.0 percent, are majors in Home Economics, 23 or 20.9 percent are in Industrial Arts; 8 or 7.3 percent are in Computer Education; 8 or 7.3 percent are in Culinary Arts; 7 or 6.4 percent are in Food Technology; 4 or 3.6 percent are in Electrical Technology; 3 or 2.7 percent are in Drafting; and 3 or 2.7 percent are in Electronics Technology.

7. On respondents' trainings and seminars attended, 31 or 28.2 percent have attended 8-10; 25 or 22.7 percent with 15 and above; 22 or 20.0 percent with 5-

7; 20 or 18.2 percent with 2-7; and 12 or 10.9 percent have attended 11-14. B. School-related factors

1. The respondents' overall mean is 3.18 on management support and encouragement which is moderately supportive.

2. The respondents' overall mean is 3.40 on policy which is moderately relevant and

clear

J. The respondents' fheilities and equipment are inadequate with an overall mms of

2.48.

C. On respondents' cognitive, affective and behavioral components of attitude towarde

Basic Education Curriculum

Respondents' oveall mean on cognitive, affective and behavioral components of attitude towards Basic Education Curriculum is 2.45; 2.20, and 2.36, respectively which is slightly favorable. The standard deviation of 68; 60; and .61 shows that the respondents' responses were homogeneous.

D. On respondents' morale

The respondents' level of morale is high with an overall mean of

3.86 and 33 standard deviation.

E. On the predictors of cognitive, affective and behavioral components of attitude towards Basic Education Curriculum on independent variables

1. Policy in combination with field of specialization, facilities and equipment, and length of service predict significantly the cognitive attitude towards Basic Education Curriculum.

Policy (Beta = 3.18 with t- value = 3.101) is significant at the .002 level; field of specialization (Beta = -254 with t-value = -3.076) is significant at the .003 level) but has negative effect on cognitive attitude towards Basic Education Curriculum, facilities and equipment (Beta = .237 with t-value= 2.320 is significant at the .022 level), and length of service (Beta-166 with t-value -2.021 is significant at the 046 level).

2. Facilities and equipment are the only independent variables that singly predicts the affective attitude towards Basic Education Curriculum. The beta coefficient of 446 with t-value of 5.178 is significant at the .000 level.

3. Policy in the only independent variable that singly predicts the behavioral attitude towards Basic Education Curriculum. The beta coefficient of 352 with t-value of 3.904 is significant at the .000 level.

F. On the predictors of morale on the attitude towards Basic Education Curriculum

The only predictor affecting the morale of teachers is their cognitive component

of attitude towards Basic Education Curriculum. The beta coefficient of 382 with t-

value of 4.290 is significant at the .000 level.

Hypothesis 1 stating that teacher-related factors, such as age, gender,

educational attainment, length of service, civil status, field of specialization, and trainings and seminars attended; and school-related factors, such as management support and encouragement, policy, and facilities and equipment, singly or in combination, affect the attitude of TLE teachers toward Basic Education Curriculum is partially confirmed.

Hypothesis 2 stating that attitude towards Basic Education Curriculum significantly affects the morale of TLE teachers is partially confirmed..