ILLUMINATING TEACHER LIVED EXPERIENCES IN THE NEW REVISED CURRICULUM
DOI:
https://doi.org/10.5281/zenodo.15857643Keywords:
New Revised Curriculum, lived experiences, curriculum reform, policy brief, descriptive phenomenology, professional development, Philippine Education.Abstract
This study explored the lived experiences of public elementary school teachers in the Lapu-Lapu City Division during the early implementation of the New Revised Curriculum for the 2024-2025 school year. The curriculum aimed to streamline content, strengthen foundational competencies, and foster learner-centered instruction across grade levels. Given the pace of its roll-out, the study sought to understand how teachers adjusted their practices, responded to systemic challenges, and supported one another in real time. As part of nationwide implementation, these insights provide timely evidence to inform broader policy refinement and implementation strategies. Using a qualitative descriptive phenomenology design, the research gathered data through in-depth interviews with twelve Kindergarten, Grade One, and Grade Four teachers from Marigondon, Sudtunggan, and Agus Elementary Schools. Braun and Clarke’s thematic analysis guided the coding and interpretation of data, allowing themes to emerge from the participants’ shared lived experiences. Five major themes were identified: (1) Navigating the Curriculum Shift through Resourcefulness, Creativeness, and Resilience – teachers improvised materials and remained steadfast despite uncertainty; (2) Professional Growth and Enthusiasm – teachers exhibited willingness to learn but found training inadequate, emphasizing the need for ongoing, contextual development; (3) Learner Engagement Champion with Focused Content Delivery – streamlined competencies enhanced participation, inclusivity, and comprehension; (4) Growth Collaborator – teachers built informal support systems to extend professional and emotional assistance; and (5) Teaching-Learning Methodologist Amidst Systemic Change – educators reevaluated their teaching philosophies. The findings informed a policy brief recommending practical, school-based interventions, sustained teacher support, and collaborative environments to ensure the success of curriculum reform.
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