Abstract
This study investigates the profile, satisfaction levels, and challenges faced by secondary senior high school Social Studies teachers and learners in the Humanities and Social Sciences (HUMSS) strand in the Province of Quezon. The study explores the curriculum's relevance to contemporary issues, the effectiveness of teaching methodologies, the availability of instructional materials, support for teacher professional development, and the impact on students' critical thinking and civic awareness. The findings reveal that while the Social Studies curriculum demonstrates strengths in its relevance to contemporary issues and interactive teaching methodologies, it faces significant challenges related to resource limitations, insufficient professional development, and systemic issues such as overcrowded classrooms and limited access to digital resources. While the curriculum fosters critical thinking and civic awareness to some extent, there are opportunities to improve inclusivity, cultural relevance, and active citizenship skills. The study concludes with recommendations for enhancing curriculum relevance, improving the accessibility and quality of instructional materials, strengthening teacher training and support, addressing systemic challenges, and fostering civic awareness and critical thinking. This research provides valuable insights for educators, policymakers, and stakeholders in the Province of Quezon to improve the quality and effectiveness of Social Studies education in the HUMSS strand.
