Navigating the Balance: Teachers’ Experiences in Meeting Curriculum Demands and Providing Individualized Support for Students in DepEd Schools
Glacy Jean Palmero, Josephine Baguio
Received: 05 January 2026; Revised: 15 February 2026; Accepted: 19 February 2026; Published: 22 February 2026
DOI: https://doi.org/10.66074/HY43GT21
Abstract
Public elementary teachers frequently navigate a tension between strict curriculum coverage and the need to support struggling learners. This qualitative phenomenological study explored how ten public school teachers in Davao City, Philippines, manage this conflict and its impact on their teaching practice and wellbeing. Reflexive thematic analysis revealed that educators face significant challenges stemming from curriculum rigidity, competing duties, and limited resources. To maintain instructional responsiveness, teachers utilize differentiated instruction, collaborative problem-solving with families, and strategic time management to carve out space for remediation. Although balancing these intense demands causes considerable stress and fatigue, teachers also experience a profound sense of purpose and develop adaptive teaching skills when their students succeed. Ultimately, findings suggest that fostering inclusive classrooms and safeguarding teacher wellbeing requires systemic curriculum flexibility, workload regulation, and targeted resource support.
Keywords: curriculum demands, individualized support, phenomenology, teacher wellbeing, teacher workload
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Issue 2, June 2026