The Phase 1 of the Revised Curriculum Implementation: Teachers’ Challenges and Strategies on Navigating Change

This study aimed to explore the lived experiences of public elementary school teachers during Phase 1 of the revised curriculum implementation in Alabel 1 District, Sarangani, for the 2024–2025 school year. Employing a qualitative phenomenological approach, ten teachers were purposively selected to capture diverse perspectives on adapting to the revised curriculum. Data were collected through in-depth semi-structured interviews and analyzed using thematic analysis to interpret participants’ narratives. Findings revealed that teachers faced challenges such as insufficient learning materials, challenges in implementing strategies, time constraints in lesson delivery, transition difficulties, and curriculum adjustments. To navigate these challenges, participants demonstrated resilience by strengthening collaboration and communication, adaptation and continuous improvement, assessment as a measure of effectiveness, student engagement and parental feedback, alternative teaching strategies and approaches, and unpacking learning competencies. Moreover, the curriculum fostered adaptability and growth in teaching, confidence and satisfaction in teaching strategies, and overcoming challenges and resilience. Overall, the study highlights the critical role of adaptability, reflective practice, and collaborative support in successfully implementing curriculum reforms and promoting teacher development.