ABSTRACT
This qualitative study explored the experiences of teachers in implementing the SSES program in the Schools District of San Miguel, San Miguel, Iloilo for the school year 2025-2026. Data were gathered through in-depth interviews and analyzed using thematic analysis. Findings revealed three major aspects of teachers’ experiences: challenging yet rewarding, engaging for learners, and fun and enjoyable. Meanwhile, four themes emerged regarding the challenges encountered in teaching SSES: inadequate facilities and learning, increased workload, lack of training for teachers, and limited parental involvement. To cope with challenges, teachers employed seeking institutional Support, building a support system at school, prioritizing and organizing tasks, and attending seminars and workshops. The results of the study may serve as a basis for improving the implementation of the SSES program and supporting teachers in delivering quality science education. Thus, these findings highlight the critical need for collaborative efforts among stakeholders to sustain educational excellence.
Keywords: Special Science Elementary School, teachers’ experiences, qualitative research, science education, program intervention
INTRODUCTION
Science education is essential in cultivating learners’ critical thinking, problem-solving abilities, and scientific literacy, all of which are crucial for preparing them to meet the demands of the 21st century. The Department of Education (DepEd) has established the Special Science in Elementary School (SSES) to nurture scientifically excel learners and to provide them with enhance science and mathematics instruction. The SSES program aims to develop learners’ high-order thinking skills, creativity, and research abilities through advanced and inquiry-based learning experience.
DepEd Order No. 57, s. 2011 serves as the primary guideline for the SSES Program, which seeks to enhance elementary learners’ competencies in Science and Mathematics through enriched curricula, experiential learning, and an improved learning environment. This is reinforced by the Governance of Basic Education Act of 2001, or Republic Act No. 9155, which grants schools the flexibility to implement contextually relevant educational initiatives under a school-based management approach. The law empowers school leaders to introduce innovations, mobilize resources, and modify curricula—key elements in effectively implementing specialized programs such as the SSES (Castino et al., 2025).
The ultimate aim of science education is to cultivate scientific literacy among learners, equipping them to meet the demands of a rapidly evolving global landscape. However, the Philippines faces substantial challenges in achieving this goal, as reflected in the country’s performance in international assessments. Filipino students' achievements in science have consistently lagged behind their global peers, with the Trends International Mathematics and Science Study (TIMSS) 2007 and the Programmed for International Student Assessment (PISA) 2018 indicating significant difficulties in basic scientific skills. Notably, the PISA 2018 report revealed that 81% of Filipino students struggled with fundamental math skills, reading comprehension, and scientific reasoning. This trend continued in the PISA 2022 results, where the Philippines ranked 77th out of 81 countries, showing minimal improvement. (Cagas and Villocido 2024)
The implementation of SSES is often faced with various challenges. These challenges my include inadequacy of instructional materials, lack of specialized training for teachers, limited facilities, heavy academic demands on learners, and insufficient administrative and community support. Such challenges may affect the effectiveness and sustainability of the SSES program, thereby limiting its potential to achieve its goals.
Teachers, school heads, and other stakeholders employ different coping strategies to overcome these challenges. These may involve instructional innovations, resource management, collaboration among teachers, professional development initiatives, and support from parents and the community. Understanding both challenges encountered and the coping strategies utilized essential in identifying areas for improvement and in strengthening the SSES program.
Ultimately, the implementation of the SSES curriculum is closely linked to school performance, with effective teacher implementation directly influencing positive outcomes in student achievement and engagement; however, the sustainability of these programs often depends on addressing the persistent gaps in facilities and specialized training (Prado, 2023).
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