Implementation and Concerns of the Revised K-12 Curriculum among Private School Teachers

This study examined the level of implementation and teachers’ concerns regarding the Revised K–12 Curriculum (MATATAG) among private school teachers in the Bohol Association of Catholic Schools (BACS) during School Year 2025–2026. Anchored on the Concerns-Based Adoption Model (CBAM), the study aimed to determine how teachers enact the curriculum and the extent of their concerns across different stages. A quantitative descriptive-correlational design was employed, involving 262 teachers selected from BACS Tagbilaran schools. Data were gathered using adapted instruments, namely the Stages of Concern Questionnaire (SoCQ) and the Levels of Use (LoU) survey, and analyzed using frequency, percentage, weighted mean, and Pearson’s r. Findings revealed that curriculum implementation was largely implemented across all levels, indicating consistent but not yet fully optimized practices. Teachers exhibited high levels of concern, particularly in informational, personal, management, and consequence stages, reflecting strong engagement but also the need for structured support. Moreover, results indicated a significant relationship between implementation and teachers’ concerns, suggesting that increased awareness and engagement contribute to improved implementation practices. The study concludes that strengthening professional development and support systems is essential for achieving sustained and effective curriculum implementation.