Abstract
The study aimed to determine the extent of effects of curriculum reform on the work performance of public secondary school teachers in Cluster BCAMT, Division of Rizal, during the School Year 2024-2025. A descriptive correlational design was employed in the study, using a researcher-developed questionnaire checklist to collect the necessary data. The respondents in the survey were the entire population of grade 7 teachers in the public secondary schools. These consisted of one hundred eighty-seven (187) teachers. The study revealed that curriculum reform has a significant effect on teachers' work performance across faculty workload, learning resources, pedagogical approaches, and assessment and evaluation, with an overall mean of 4.11, interpreted as Often (High Extent). In addition, the respondents' work performance is Very Satisfactory, as reflected in their latest Performance Management and Evaluation System. Overall, there is no significant relationship between the perceived effects of curriculum reforms and teachers' work performance, as indicated by the probability values, which were greater than .05. It was concluded that the work performance of teachers is not associated with the perceived extent of effects of curriculum reform with respect to faculty work load, learning resources, pedagogical approaches and assessment and evaluation. The study recommended that more seminars and training sessions be provided to teachers on curricular reforms to help them stay up to date on the various curricular innovations. Teachers may be encouraged to pursue graduate education to improve their performance and enhance their professional development.
