Uncovering the Grade 7 Teachers' Lived Experiences in Adapting to the Enhanced Basic Education Curriculum

Educational reforms continue to reshape teaching practices worldwide, requiring teachers to adapt to new curricular demands and instructional approaches. Although previous studies have examined curriculum implementation broadly, limited studies have specifically explored the lived experiences of Grade 7 teachers adapting to the Enhanced Basic Education Curriculum within rural Philippine contexts. This study explored the lived experiences of Grade 7 teachers adapting to the Enhanced Basic Education Curriculum at Tampakan National High School in the Philippines. Using a qualitative phenomenological design, ten Grade 7 teachers were purposively selected as participants. Data were gathered through in-depth interviews and analyzed using thematic analysis. Findings revealed that teachers viewed curriculum adaptation as a process that promotes learner engagement, professional growth, and focused instruction. However, participants also encountered challenges, including insufficient training, limited instructional resources, increased workload, and emotional stress. Despite these difficulties, teachers demonstrated resilience through collaboration, reflective practice, and instructional flexibility. The study further revealed important insights, including the value of embracing change, strengthening collegial support, and sustaining readiness for innovative teaching approaches. These findings highlight the importance of continuous professional development, adequate institutional support, and accessible learning resources to strengthen curriculum implementation. The study contributes to the growing body of literature on teacher adaptation and educational reform, particularly within rural school contexts in the Philippines.