Strategies, best practices, and challenges faced by teachers in implementing the revised K to 10 curricula

Abstract

This study investigated the challenges and best practices in the implementation of the Revised K to 10 (MATATAG) Curriculum among Grade 4 teachers of Batac District I. Utilizing a qualitative phenomenological research design, the study explored the lived experiences of 15 purposively selected public elementary school teachers. Data was gathered through open-ended qualitative questionnaires and analyzed through thematic categorization.

The findings revealed significant challenges in the initial implementation phase, primarily centered on broad and unclear competencies (67%) and severe time constraints (67%) that hinder lesson mastery. Teachers also reported difficulties due to limited instructional materials (53%), unstable internet connectivity (40%), and a shortage of ICT gadgets (40%). Conversely, the study identified critical best practices that sustain the reform. Foremost among these is the 100% reported utilization of supervision support and technical assistance, where school heads provide mentorship through LAC sessions and classroom observations. Other effective strategies include the integration of ICT (80%), the application of differentiated instruction (60%), and the use of hands-on activities (47%) to enhance learner engagement.

The results suggest that while the streamlined curriculum aims to decongest competencies, pedagogical success remains heavily dependent on localized support systems and resource availability. The study recommends that educational leaders prioritize the procurement of aligned learning materials and enhance ICT infrastructure to bridge the digital divide. Furthermore, sustaining technical assistance and collaborative professional development is essential for translating curricular policy into effective classroom practice.