ABSTRACT
This qualitative-phenomenological study explored teachers' experiences under the K to 12 Curriculum. Findings revealed key experiences such as curriculum congestion and content overload, emphasis on performance-based learning, development of higher-order thinking skills, increase on teacher workload, opportunities for creative and interactive teaching, and the integration of culture and literature. The study also identified challenges faced by teachers, including insufficient training and orientation, difficulty aligning lessons with new competencies, lack of instructional materials, adjustment to new teaching approaches, increase on preparation demands, and student learning adjustments. In the transition from K to 12 to the MATATAG Curriculum, similar challenges persisted. To manage these challenges, teachers employed collaborative planning and peer support, engaged in professional learning and continuous development, adapted teaching approaches, developed instructional materials, and maintained flexibility and a positive attitude toward change. Based on the results, the study recommends in-service program that centers on competency alignment, foundational literacy instruction, and collaborative preparation of instructional materials to ensure effective delivery of essential learning competencies.
Keywords: Filipino Teachers’ Experiences, K to 12 Curriculum, MATATAG Curriculum, In-Service Training Program
INTRODUCTION
The Philippine educational landscape has experienced ongoing evolution as part of a strategic effort to elevate learning quality and meet international benchmarks. A landmark development in this trajectory was the enactment of Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, which institutionalized the K to 12 Curriculum. By expanding the basic education cycle from ten to twelve years, this reform shifted the focus toward competency mastery, localized instruction, and the cultivation of essential 21st-century skills (Department of Education [DepEd], 2013).
Within these educational reforms, the subject of Filipino plays a central role in promoting national identity, critical thinking, and cultural appreciation among learners. Filipino 8, which focuses on language proficiency and appreciation of Philippine literature, serves as a vital platform for students to understand their linguistic and cultural heritage. The adoption of the K to 12 Basic Education Curriculum is recognized as a landmark reform within the Philippine educational system (DepEd Order No. 21, s. 2019).
The introduction of the MATATAG Curriculum marks another significant phase in Philippine education. This curriculum was designed to “make the curriculum relevant, responsive, and inclusive” by reducing learning competencies and prioritizing foundational and socio-emotional skills (DepEd, 2024). In Filipino 8, the MATATAG curriculum introduces simplified learning competencies, deeper integration of Filipino culture and identity, and a stronger emphasis on performance-based assessment. However, the shift also requires teachers to adapt to new content, assessment tools, and pedagogical approaches while navigating the transition from K to 12 to MATATAG.
Early feedback from educators reveals both opportunities and challenges—some appreciate the decongested curriculum and its cultural focus, while others express concern about the lack of sufficient training and updated learning materials (Del Rosario & Santos, 2024). The transition between curricula presents a unique context for examining the experiences of teachers who serve as frontliners of educational implementation. Teachers’ experiences reflect not only the effectiveness of curriculum design but also the readiness of schools and educators to respond to reforms.
see PDF attachment for more information