ABSTRACT
This qualitative phenomenological study examined teachers’ lived experiences with the new curriculum reform. The findings revealed how teachers adapted their instructional practices despite the shortcomings in its implementation. These experiences highlighted the challenges, adjustments, and opportunities teachers faced as they applied the new curriculum in their classrooms. The study further identified seven major lived experiences associated with curriculum change: retraining for teachers, child-centered approach, lack of resources, increased administrative responsibilities, lack of training, collaboration, and differentiated activities. The study concluded that the successful implementation of curriculum reform depended on sustained support for teachers through adequate training, sufficient resources, manageable administrative responsibilities, and strengthened collaboration. Such support was necessary for the effective delivery of child-centered and differentiated instructional practices.
Keywords: Teachers, Lived Experiences in Curriculum Change, Bases, Intervention Program
INTRODUCTION
Teachers served the primary implementers of curriculum and play a vital role in translating educational policies into actual classroom practice. While the Department of Education (DepEd) is responsible for developing and designing the curriculum, teachers are expected to implement these curricular changes regardless of their prior experiences or established teaching practices. As educational systems continuously evolve in response to societal, technological, and global demands, curriculum reform becomes a necessary process to ensure relevance and quality in education. However, changes in curriculum design often bring complex challenges, particularly for teachers who have long been accustomed to existing curricular frameworks. The transition to a new curriculum is not merely a technical adjustment but a deeply human experience that affects teachers’ professional identities, instructional practices, and classroom interactions. Teachers’ perceptions, emotions, and interpretations of these changes significantly influence how the curriculum is enacted in real classroom settings. Many teachers report feelings of uncertainty and difficulty during curriculum transitions, often attributed to limited training and preparation. From a qualitative perspective, the lack of comprehensive professional development affects not only teachers’ understanding of the curriculum but also their confidence and sense of readiness. Teachers may struggle to interpret curriculum goals, align instructional strategies, and respond to learners’ needs, particularly when guidance and support are insufficient. In addition, teachers’ narratives frequently reveal concerns regarding inadequate administrative support, limited access to updated teaching materials, and insufficient instructional resources. These challenges shape teachers’ daily experiences and influence how they adapt, negotiate, or resist aspects of the new curriculum. Such experiences highlight the gap between curriculum policy and classroom reality, underscoring the importance of listening to teachers’ voices during educational reform. In another recent study looking at curriculum change, teachers in upland schools have found the new curriculum to be both positive and tough to implement, and it calls for additional training, prior planning, and resource allocation. The school may have a more training period to provide educators with a deeper understanding of the curriculum and practical strategies for implementation, allocate additional resources and teaching materials tailored to the unique needs of upland learners (Bejasa,2025). Despite these challenges, varied opinions and reactions toward the new curriculum emerged even before its formal implementation. These divergent opinions indicate the necessity for a comprehensive examination of teachers' lived experiences and thoughts concerning curriculum development. Understanding how teachers make sense of these reforms can provide valuable information for improving implementation processes and support mechanisms.
see PDF attachment for more information