Teachers’ Perception of Curriculum Shifts and Their Relationship to Instructional Quality in Public Schools

This study examined teachers’ perceptions of curriculum shifts, the quality of instructional processes, and the extent to which demographic variables influence these views. Using a quantitative correlational design, the sample size was determined through G*Power analysis for correlation at a statistical power of 0.80, a significance level of 0.05, and an anticipated effect size of 0.30, resulting in a minimum requirement of 44 respondents. To ensure fair representation, purposive–proportional sampling was employed, allocating participants between Grade 7 and Grade 8 teachers based on their distribution within the total population of 85 teachers in Barili District II, where the second phase of the curriculum rollout is being implemented. Respondents were predominantly early- to mid-career educators with graduate-level qualifications, reflecting a professionally mature cohort capable of adapting to curricular reforms. Teachers reported strong institutional and administrative support, with the Support domain receiving the highest ratings, while Alignment and Congestion obtained lower scores, indicating recognition of relevant competencies alongside challenges in coherence, continuity, and content manageability. The Quality of Instructional Process—encompassing Preparation, Implementation, and Outcome—was rated as highly evident, demonstrating strong lesson planning, effective instructional delivery, and positive student performance. Kruskal–Wallis results showed no significant differences in perceptions of the Level of Perceived Curriculum Shifts (LPCS) or Quality of Instructional Process (QIP) across age, position/rank, years of service, and educational attainment. A moderate positive Spearman correlation (ρ = .478, p = .001) indicated that stronger perceptions of coherent and well-supported curriculum shifts were associated with higher instructional quality. Overall, the findings underscore the critical role of institutional support, sustained professional development, and active teacher engagement in ensuring that curriculum reforms translate into effective teaching and improved student learning outcomes.