Abstract
This study explored the experiences of Master Teachers in Koronadal City Division in curriculum development to capture their practices and understanding of the phenomenon. Tis study specifically delved into the lived experiences of the Master Teachers, their contexts of lived experiences, their ways in navigating challenges and constraints, and their views in the curriculum development. The study employed adopted a transcendental qualitative research approach, mainly the phenomenological method in inquiry. Also, this phenomenological study followed the procedure proposed by Moustakas (1994) for the analysis. Findings of the study revealed eminent themes that encapsulate the mater teachers’ crucial part in curriculum development and other contributors in the community. Exploration on the experiences of master teachers have emerged the themes on living their roles as essential in curriculum development and educative process, context of teachers in curriculum development on support and resources, challenges navigated and mechanisms in resolving constraints, and views and insights of master teachers in curriculum development. These experiences impart salient perspectives in curriculum development which advance the idea that their duties are critical and relevant in making the curriculum inclusive and contextualized to learners in the community. Thus, the essence of their experiences in curriculum development transcends from their roles to their life goals and aspirations to establish profound contributions in the schools and the entire learning community.
