V3I6P22

Opportunities and Challenges in the Revised K-10 Curriculum in Selected Junior High Schools in Agusan Del Sur

Irise Joy A. Derro^1*, Dr. Israel B. Reveche²

Abstract

This study explored the lived experiences of Grade 7 Technology and Livelihood Education (TLE) teachers in implementing the Revised K–10 Curriculum in selected public junior high schools in Agusan del Sur, Philippines. Specifically, it examined the opportunities, challenges, perceived effects, support needs, and coping strategies of teachers, as well as proposed a research-based action plan to strengthen curriculum implementation. A qualitative descriptive phenomenological research design was employed involving 15 Grade 7 TLE teachers from 14 selected public junior high schools in Bunawan, Trento, Rosario, and San Francisco, Agusan del Sur. Participants were selected through purposive sampling based on their direct experience in implementing the curriculum. Data were gathered through face-to-face semi-structured interviews using a researcher-made and expert-validated interview guide. Thematic analysis guided by Braun and Clarke’s six-phase framework, with the aid of ATLAS.ti 2024, was utilized in analyzing the data. Findings revealed that the curriculum provided opportunities for hands-on learning, learner engagement, instructional improvement, and professional growth. However, teachers encountered challenges related to inadequate resources, insufficient training, specialization mismatch, and time constraints. Teachers employed adaptive coping strategies despite these barriers. The study concluded that sustained institutional support, teacher capacity building, and contextualized interventions are essential for effective curriculum implementation.

Keywords:

Revised K–10 Curriculum, Technology and Livelihood Education, curriculum implementation, teacher experiences, MATATAG Curriculum