ABSTRACT
This study examined the change management practices, challenges encountered, and support mechanisms available to public elementary school teachers in implementing the New Curriculum in Maitum 1 District. Grounded in Lewin’s Change Management Theory, Fullan’s Educational Change Theory, and Schön’s Reflective Practice Theory, the research examined how teachers adapt to curriculum reform while navigating institutional and classroom demands. The study employed a quantitative descriptive-correlational design and used a structured survey questionnaire to gather data on teachers’ demographic profiles, the extent of change management practices, the level of challenges, and the availability of support systems.
The findings aim to determine whether significant differences exist in change management practices when grouped by demographic variables, and whether relationships exist among practices, challenges, and support mechanisms. The study highlighted common issues such as insufficient training, lack of instructional materials, time constraints, and varying levels of student readiness, which affect effective curriculum implementation. It also underscored the importance of institutional support, including professional development, peer collaboration, and administrative guidance, in facilitating successful adaptation to educational reforms.
This study examined the change management practices, challenges encountered, and support mechanisms available to public elementary school teachers in implementing the New Curriculum in Maitum 1 District. Grounded in Lewin’s Change Management Theory, Fullan’s Educational Change Theory, and Schön’s Reflective Practice Theory, the research examined how teachers adapt to curriculum reform while navigating institutional and classroom demands. The study employed a quantitative descriptive-correlational design and used a structured survey questionnaire to gather data on teachers’ demographic profiles, the extent of change management practices, the level of challenges, and the availability of support systems.
The findings aim to determine whether significant differences exist in change management practices when grouped by demographic variables, and whether relationships exist among practices, challenges, and support mechanisms. The study highlighted common issues such as insufficient training, lack of instructional materials, time constraints, and varying levels of student readiness, which affect effective curriculum implementation. It also underscored the importance of institutional support, including professional development, peer collaboration, and administrative guidance, in facilitating successful adaptation to educational reforms.
Further, the study sought to develop evidence-based recommendations, and a contextualized change management framework grounded in teachers’ lived experiences. These findings are expected to inform policymakers, school leaders, and educators in strengthening support systems and improving the implementation of curriculum reforms. By bridging the gap between policy design and classroom realities, the research contributes to enhancing teacher readiness, promoting effective instructional practices, and ensuring the successful realization of the New Curriculum’s goals in Philippine basic education.
Keywords: New Curriculum, change management, teacher challenges, support mechanisms, curriculum implementation
INTRODUCTION
Education systems worldwide continually reform their curricula to address the changing social, economic, and technological demands of the 21st century. In the Philippines, the Department of Education (DepEd) introduced the K–12 program to improve education quality and equip learners with competencies needed for higher education, employment, and community participation. However, poor performance in international assessments such as PISA and SEA-PLM revealed persistent weaknesses in students' reading, mathematics, and science skills, highlighting the need for further curriculum improvement.
In response, DepEd launched the New Curriculum in 2023 to strengthen foundational learning, simplify learning competencies, improve literacy and numeracy, promote values formation, and develop global citizenship. The reform also aims to provide teachers with greater flexibility in delivering instruction and allow learners more time to master essential competencies.
The success of the curriculum reform largely depends on teachers, who are responsible for implementing new competencies, teaching strategies, resources, and assessment practices. Previous studies have shown that teachers often face challenges such as limited resources, insufficient professional support, heavy workloads, and policy compliance issues during curriculum implementation. Despite these findings, little research has focused specifically on teachers' experiences with the 2023 New Curriculum.
Therefore, the study seeks to examine the change management practices, challenges, and support systems experienced by public elementary school teachers during the implementation of the revised curriculum. By exploring teachers' perspectives, the study aims to identify factors that support or hinder successful curriculum implementation and provide recommendations for improving future educational reforms in the Philippines.
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