ABSTRACT
This study determined the significant relationship between Revised K-10 Curriculum Implementation and Teachers’ performance. A proposed Instructional Supervisory plan was formulated based on the result of the study. This research employed a descriptive-correlational design to examine the implementation of the Revised K-10 Curriculum and its relationship to teachers’ performance. Specifically, the study sought to describe teachers' perceptions and expectations regarding the new curriculum and to determine how its implementation related to key dimensions of teaching performance—namely, content knowledge and pedagogy, learning environment and community linkages, and professional engagement.
The descriptive aspect of the design focused on collecting data that provided an in-depth understanding of how teachers perceived the Revised K-10 curriculum, including the support, training, and instructional adjustments they experienced. It also explored what teachers expected in terms of workload, instructional delivery, and student outcomes. Meanwhile, the correlational component of the design aimed to examine the degree of relationship between curriculum implementation and the various dimensions of teacher performance. This design did not attempt to establish causality but instead identified whether a statistically significant association existed among the variables.
The relationship between Revised K–10 Curriculum-related variables and teachers’ performance. It highlights the statistical relationship between how effectively the Revised K–10 Curriculum was implemented and the level of performance demonstrated by teachers. The data serve as an important basis for understanding how curriculum practices under the Revised K–10 framework influenced teaching effectiveness in the classroom.
As shown in the table, the results revealed a high positive correlation between Revised K–10 Curriculum practices and teachers’ performance. This suggests that as teachers became more effective in implementing the Revised K–10 Curriculum, their overall performance also improved. The strength of this relationship shows that the curriculum not only provided structured learning guidelines but also enhanced teachers’ instructional competence, planning skills, and classroom management strategies. Moreover, the statistical findings confirmed that the relationship was significant, indicating that the observed connection did not occur by chance.
This significant relationship implies that teachers who faithfully adopted and applied Revised K–10-aligned teaching practices were more likely to achieve higher levels of performance. The result emphasized the crucial role of curriculum support and alignment in developing teacher proficiency and classroom effectiveness. It further indicated that the Revised K–10 Curriculum provided relevant pedagogical approaches that strengthened teachers’ capacity to deliver quality education and improve learner outcomes. The consistency between curriculum adherence and performance highlighted the importance of continuous teacher training and curriculum orientation sessions to sustain such positive outcomes.
The results imply that the Revised K–10 Curriculum practices and teachers’ performance had a strong and significant relationship. The result implies that as teachers deepened their understanding and application of the Revised K–10 Curriculum, their professional performance increased correspondingly. This finding underscores that effective curriculum implementation directly enhanced teachers’ teaching quality and student learning experiences, confirming that the Revised K–10 framework served as a strong foundation for professional excellence and instructional success.
Keywords: Revised K-10 Curriculum Implementation, Teachers performance
INTRODUCTION
The Revised K–10 Curriculum, introduced by the Department of Education (DepEd) in 2023, serves as the study’s independent variable. It was developed to address long-standing concerns in the K–12 Basic Education Program, such as curriculum overload, poor learner outcomes, and lack of emphasis on foundational skills. This curriculum aims to refocus instruction on literacy, numeracy, peace education, and socio-emotional learning.
The dependent variable, teachers’ performance, refers to how effectively teachers deliver instruction, manage learning, and meet DepEd’s performance metrics, such as the Results-Based Performance Management System (RPMS) and the new Performance Management and Evaluation System (PMES). The study seeks to understand how the quality and consistency of Revised K–10 Curriculum implementation directly affect these aspects of teacher performance.
Fullan (2017) emphasized that successful curriculum reform depends on consistent execution and teacher capacity. According to Cordova et al. (2020), teacher training, clarity of instructional goals, and administrative support significantly influence how reforms are translated into daily teaching practice. Herrera (2025), in a local study, found that schools implementing the Revised K–10 Curriculum with high fidelity experienced a measurable improvement in teacher competence and instructional delivery. Similarly, Gumilao and Langam (2025) reported a statistically significant increase in teacher performance scores after receiving Revised K–10 Curriculum-aligned training (p < 0.001), emphasizing the need for deeper investigation into this correlation in non-pilot schools.
Despite these promising indicators, several pressing issues warrant further research. First, the nationwide rollout of the Revised K–10 Curriculum in SY 2024–2025 has encountered serious logistical and professional development gaps. Many teachers reported receiving insufficient training—often only one week—before implementation, leading to confusion, stress, and lack of preparedness (Rappler, 2024). Additionally, the Philippine education system currently suffers from a shortage of over 89,000 teachers (Gatchalian, 2023), resulting in larger class sizes and heavier teaching loads, which can diminish instructional quality regardless of curriculum design. Without sufficient teacher support, the risk of implementation failure remains high.
The implementation process has also been marked by administrative burden and inconsistent policy communication. According to a Manila Bulletin report (2024), teachers lost an average of 53 days of actual teaching time in the previous school year due to administrative tasks and school-based disruptions, undermining the Revised K–10 Curriculum’s goal of strengthening foundational learning. Although DepEd responded by introducing the interim PMES and adjusted classroom load guidelines, teacher burnout and frustration persist. These contextual factors can greatly influence performance outcomes, making it essential to study whether effective curriculum implementation can mitigate or worsen these challenges.
Moreover, current research has not yet explored how implementation fidelity of the Revised K–10 Curriculum affects teacher performance across varied contexts, such as rural vs. urban schools, or among novice vs. experienced teachers. While qualitative studies have explored teacher perceptions of the curriculum, there is a lack of empirical studies linking curriculum adherence to quantifiable performance metrics. This gap is especially critical as DepEd considers refining the curriculum and expanding digital and modular delivery modes in future school years.
There is a compelling need to conduct this study to evaluate the actual impact of Revised K–10 Curriculum implementation on teachers’ performance. Given the challenges in training, staffing, and workload, this research will provide vital insights into which implementation practices promote or hinder teacher effectiveness. Its findings can guide DepEd and school leaders in strengthening professional development programs, revising support mechanisms, and enhancing accountability systems. By focusing on how curriculum reform affects those who deliver it—the teachers—this study aims to contribute meaningfully to the improvement of basic education in the Philippines.
This study determined the significant relationship between Revised K-10 Curriculum Implementation and Teachers' performance. A proposed Instructional Supervisory plan was formulated based on the result of the study.
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