Challenges in the Implementation of K to 12 Program and their Influence on the Instructional Competence of Teachers

Rona Joy A. Galaura^1*, Ebrahim Alpe A. Simpal²

^1-2Graduate School, Holy Trinity College of  General Santos City, Philippines

^{Corresponding Author’s Email: galauraronajoy@gmail.com}

How to cite:

Galaura, R. J. A., & Simpal, E. A. A. (2025). Challenges in the implementation of K to 12 program and their influence on the instructional competence of teachers. International Journal of Interdisciplinary Viewpoints, 1(2), 121–132. https://doi.org/10.5281/zenodo.15817364

ABSTRACT

K to 12 program is a basic curriculum program implemented in the Philippines. Upon its implementation, the instructional competence of the teachers is also influenced. This study aimed to relate the challenges in the implementation of the K to 12 program and the instructional competence of teachers which employed a correlational research design that involved 35 Grades I to III teachers from Calumpang Elementary School of Cahilsot District, General Santos City Division during the School Year 2022-2023. Following the self-administered survey, modified questionnaires were used to gather the data needed for the study. The statistical tools used in the analysis included frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient. The results showed that the level of challenges in the implementation of the K to 12 program is described as high in terms of curriculum, instruction, and assessment with an overall mean of 3.29. It also revealed that the level of instructional competence of teachers is described as high with an overall mean of 3.37. This study concluded that the instructional competence of teachers is not affected by the challenges that they encounter. Generally, the Department of Education may fortify teachers’ instructional competence as it strengthens them in combating the challenges encountered in the field of education.

Keywords: K to 12 program, curriculum, teaching

Received: 25 Apr 2025 Revised: 23 May 2025 Accepted: 1 Jun 2025 Available: 30 Jun 2025 © 2025 The Authors

REFERENCES

Abragan, F., Abarcas, V., Aquino, I., & Bagongon, R. (2022). Research Review on K-12 Curriculum Implementation in The Philippines: A Generic Perspective. European Journal of Educational and Social Sciences, 7(1), 1–8. 

Afifah, I. R. N., & Retnawati, H. (2019). Is it difficult to teach higher order thinking skills? Journal of Physics: Conference Series, 1320, 012098. 

Ajayi., K. O., Onibeju, M. O., & Olutayo, D. O. (2020). Teachers’ qualification, attitude and mastery of content as correlates of students’ academic achievement in economics in Lagos State, Nigeria. KIU Journal of Humanities, 5(1), 315-324.

Barberos, M. T., Gozalo, A., & Padayogdog, E. (2019). The Effect of the Teacher’s Teaching Style on Students’ Motivation. NYU Steinhardt. 

Bhandari, P. (2020, June 12). What Is Quantitative research? Definition, Uses and Methods. Scribbr. 

Cabrillas, R. M., & de Guzman, M. T. (2022). Teachers’ Challenges and Coping Mechanisms in the K to 12 Curriculum Implementation. Philippine Social Science Journal, 5(3), 23–33.

Campos, G. R. (2023). A glimpse of the past and the present: a generic review of the philippine educational system and the K+ 12 curriculum implementation. American Journal of Education and Technology, 2(2), 84-92.

Cardino, J. M., & Ortega-Dela Cruz, R. A. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education, 8(1). 

Ednave, R., Gatchalian, V. M., Mamisao, J. C., Canuto, X., & Caugiran, M. (2018). Problems And Challenges Encountered in the Implementation Of The K To 12 Curriculum: A Synthesis [A Research Paper]. In School of Teacher Education and Liberal Arts, Saint Louis University. 

Field, A. (2020). Discovering Statistics Using IBM SPSS Statistics (5th ed.). Sage Publications.

Gravetter, F. J., & Wallnau, L. B. (2021). Statistics for the Behavioral Sciences (11th ed.). Cengage Learning.

Forghani-Arani, N., & Cerna, L. (2019). The Lives of Teachers in Diverse Classrooms OECD Education Working Paper No. 198. 

Garcia, M. T., & Reyes, L. P. (2021). Utilizing Likert Scale and Descriptive Statistics in Educational Research: A Quantitative Approach. Philippine Journal of Education and Human Development, 7(2), 45–52.

Hafeez, M. (2021). Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods. Pedagogical Research, 6(3), em0102. 

Herppich, S., Praetorius, A.-K., Förster, N., Glogger-Frey, I., Karst, K., Leutner, D., Behrmann, L., Böhmer, M., Ufer, S., Klug, J., Hetmanek, A., Ohle, A., Böhmer, I., Karing, C., Kaiser, J., & Südkamp, A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education, 76, 181–193. 

Jasnani, P. (2021). A Comprehensive 7-Step Process to Design a Competency-Based Curriculum. Hurix Digital. 

Laroza, M. A., & Gregorio, H. R. (2020). Policy and Practice Disconnects in the K to 12 Program: A Review of Curriculum Implementation in Philippine Public Schools. Asia Pacific Journal of Multidisciplinary Research, 8(1), 14–21.

Maffea, J. (2020). Lack of Resources in Classrooms. English Department:  Research for Change – Wicked Problems in Our World, 38. 

Mangali, E. M. (2019). Challenges faced by teachers in implementing the K to 12 program: A study in the Philippines. Journal of Education and Human Development, 8(1), 1-12. 

Mendoza, J. J., & Bautista, S. C. (2019). Master Teachers’ Leadership Practices, Instructional Competence and Performance of Senior High Teachers in the City Divisions of Laguna. Science and Education, 2(5), 107-122.

Natividad, N. (2019). Challenges in the Implementation of K to 12 Enhanced Basic Education Program in the Division of Santa Rosa City: Basis for a Proposed School-Based Senior High School Strategic Plan. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2M). 

Ningtiyas, S., & Jailani, K. (2018). The impact of training on individual behavior and motivation: A review. Journal of Training and Development, 26(2), 1-12. 

OECD. (2019). Creating Effective Teaching and Learning Environments: First Results from TALIS – Teaching Practices, Teachers’ Beliefs and Attitudes. 

Orale, R. L., & Dizon, R. (2013). Senior High School Curriculum in the K to 12 Program: Implications to the Teaching of Social Sciences. Asian Academic Research Journal, 1(11), 239–261.

Perez, L. (2018). Challenges in implementing Technical Vocational Education in the K to 12 program. Journal of Education and Technology, 6(2), 1-12. 

Quijano, G. (2023). Assessing the K-12 program implementation in the Philippines as an input to school-based policy plan. JETT, 14(1), 248-266.

Rivera, J.G. (2018). Articulating the foundations of Philippine K to 12 curriculum: Learner-centeredness. AsTEN Journal of Teacher Education, 2 (1). 

Salandanan, G. C. (2022). Teachers’ Experiences and Challenges in Implementing the K to 12 Curriculum in Public Secondary Schools. International Journal of Educational Policy Research and Review, 9(3), 34–42. 

Saleem, A. & Gul, R. (2021). Effectiveness of Continuous Professional Development Program as Perceived by Primary Level Teachers. İlköğretim Online. 20. 10.17051/ilkonline.2021.03.06.

Simpal, E. A., & Robles, A. C. (2024). Education 4.0: Awareness, Readiness, and Digital Competence of Higher Education Institutions (HEIs) Faculty in Region XII. Readiness, and Digital Competence of Higher Education Institutions (HEIs) Faculty in Region XII (November 10, 2024).