IJECE Published Articles

Abstract This study assessed the implementation of Global Citizenship Education (GCED) in the teaching-learning delivery of private secondary school teachers in Surigao City. It determined teachers' awareness, attitudes, extent of GCED integration, issues and challenges, significant differences by profile variables, and relationships among awareness, attitude, and integration. Anchored on Oxfam's Global Citizenship Education Framework and UNESCO's GCED learning domains, the study used a concurrent embedded mixed-methods design. Quantitative data were gathered from 68 private secondary school teachers through a validated and reliable questionnaire, while qualitative responses and limited instructional-document analysis were used to explain and enrich the survey results. Descriptive statistics, t-test, one-way analysis of variance, Pearson correlation, and Braun and Clarke's thematic analysis were employed. Results showed that teachers were moderately aware of GCED (M = 3.15), highly receptive toward GCED (M = 3.59), and integrated GCED to a great extent (M = 3.35). Integration was strongest in the socio-emotional domain (M = 3.72) and weakest in the behavioral domain (M = 3.06). Training significantly differentiated awareness, attitude, and integration, while socio-economic classification significantly differed only in relation to integration. Awareness, attitude, and integration were significantly and positively related, with the strongest association between attitude and integration (r = 0.67, p = 0.000). The qualitative findings identified workload, curriculum demands, time constraints, institutional support, training gaps, and socio-pedagogical dynamics as key implementation issues. The study recommends sustained GCED professional development, curriculum alignment, resource provision, stronger school support systems, and collaborative experiential learning mechanisms.