Implementation of Special Curricular Programs in Science for Elementary in the Schools Division of Antique

This sequential-explanatory qualitative study examined the Antique Schools Division SCPS implementation for a development strategy. SCPS was used by 70 English, Science, and Math instructors from 10 public primary schools. The SCPS teachers' profile form, questionnaire–checklist on implementation evaluated by teacher-respondents, and survey checklist on compliance were used. The school's SCPS implementation, best practices, focus groups, and surveys offered qualitative data. Independent Samples T-tests, linear regression, and multinomial logistic regression inferred; frequency, percentage, meaning, and standard deviation described. Study: SCPS-implementing schools meet teacher credentials, curriculum, and educational resource standards. SCPS master's teachers taught SSES. Some taught SCPS for 6 years, attended 6 SCPS trainings, specialised in STEM, and taught maths and science. “Outstanding” teachers ruled the program. SCPS schools were “Very well implemented.” Excellent academic success, with SPCS graduates enrolled in SPSTE secondary schools on average. EESM needs upgrading to provide instructional tools. Innovative teaching, differentiated education, instructional resource utilisation, financial aid and resource allocation, orientation, and effective communication are used in SCPS-implementing schools. SCPS types differ in instructional materials and managerial support but not in objective realisation, learning framework, or stakeholder participation. Subject taught, teaching position, highest education, years teaching SCPS, and training did not predict SCPS implementation across all dimensions. Teacher performance assessments show a learning framework, SCPS-type management assistance, and specialisation instructional resources. The development strategy, “Advancing Science Education,” increased SCPS implementation in Antique based on this study.