Grade one teachers’ challenges in implementing the revised K to 12 curriculum

Abstract

Curriculum reform places teachers at the forefront of translating policy into meaningful classroom practice. This study examined the challenges encountered by Grade One teachers in implementing the Revised K to 12 Curriculum in selected public elementary schools in Ilocos Norte, Philippines. Using a descriptive research design, data were gathered from 33 Grade One teachers through a validated researcher-made questionnaire. The instrument measured challenges in six areas: content and understanding of knowledge, instructional planning and preparation, instructional delivery, learning resources and instructional materials, assessment and evaluation, and professional support and training. Open-ended questions were also included to provide deeper explanations of the teachers’ experiences and to support the interpretation of the quantitative findings. Weighted means were used to determine the extent of the challenges, while recurring patterns in the open-ended responses were examined thematically. Findings revealed that teachers experienced an overall moderate level of challenge (M = 2.96). Learning resources and instructional materials emerged as the most challenging area (M = 3.10), followed by professional support and training (M = 3.04) and instructional delivery (M = 3.02). Lack of adequate instructional materials and heavy teaching and non-teaching workload received the highest individual ratings (M = 3.27). Teachers’ narratives further highlighted concerns related to limited curriculum-aligned resources, preparation time, learner diversity, assessment demands, and competing professional responsibilities. The findings suggest that the challenges of curriculum implementation are interconnected and require coordinated instructional, material, and professional support.