Explicating the Standpoints of Public Elementary School Teachers on the Utilization of Competency-Based Curriculum in Diverse Classrooms
Gemma Mojico, Josephine Baguio
Received: 21 December 2025; Revised: 01 February 2026; Accepted: 10 February 2026; Published: 13 February 2026
DOI: https://doi.org/10.66074/M1N2B3V4C
Abstract
This phenomenological study explored the experiences of public elementary school teachers in utilizing the competency-based curriculum in diverse classrooms in Baganga South District, Division of Davao Oriental. Using qualitative in-depth interviews with 12 participants, the study examined challenges, coping strategies, and teacher insights related to classroom-level implementation. Thematic analysis indicated three major challenge domains: instructional challenges, assessment-related challenges, and systemic or administrative barriers. Teachers responded through instructional strategies, support systems and resources, and workload and well-being management practices. The findings also generated insights on teaching methods, student engagement and learning, and perceived opportunities for curriculum improvement. Overall, the study highlights the gap between curriculum expectations and classroom realities in diverse and resource-constrained settings and offers implications for teacher support, professional development, and policy responsiveness.
Keywords: competency-based curriculum, diverse classrooms, phenomenology, public elementary teachers, teacher standpoints
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]