Philippine K To 12 Implementation: Difficulties,Coping Strategies, And Insights of Public School Teachers

AUTHOR(S)

ANNALOU I.RAS

ABSTRACT

—— K to 12 curriculum created novel challenges among educators, parents, students, school teachers, and stakeholders. Thus, this study described the difficulties and coping strategies of elementary school teachers in dealing with the K to 12 program implementation. This study employed the qualitative phenomenological research design, which included twelve (12) school teachers in Ubalde Elementary School, Agdao, Davao City. Interviews were utilized to gather necessary data to bring out the difficulties and coping strategies of elementary school teachers on the K to 12 implementations. Results revealed that participants experienced scarcity of learning materials, lack of training and orientations, low-quality materials, and additional workload. When asked about their difficulties experienced in the implementation of the K to 12 curricula, there emerged from the participants’ responses which were made the bases for the following themes: scarcity of necessary materials, lack of essential training and orientation, low quality of needed materials, and additional workload for school teachers. Despite the challenges, school teachers find ways to mitigate their current situation, such as employing innovative strategies, social support systems, and personal coping strategies. The results of this study would bridge to future research about the experiences of other school teachers, teachers, and students who had undergone the K to 12 curriculum. Keywords — : Education, K to 12, school administrators, coping, insights, phenomenology