Competency-Based Education: Aligning Instructional Practices as Viewed by Teachers

This study explored teachers' experiences in aligning instructional practices with the principles of Competency-Based Education (CBE) within the school setting. Specifically, it aimed to examine how teachers adapt their teaching strategies to meet CBE expectations and identify their coping mechanisms when addressing implementation challenges. A phenomenological approach was utilized to gain a deep understanding of their lived experiences through semi-structured online interviews and a focus group discussion. Data were analyzed using thematic coding to uncover essential patterns and insights. For the first objective, teachers’ experiences in aligning instructional practices with CBE thematic analysis revealed key insights. Teachers reported efforts in Individualized Pacing and Student-Centered Planning, and emphasized the importance of Mastery-Based Assessment and Continuous Feedback. However, they also encountered barriers such as the Misalignment Between Curriculum Expectations and Available Resources, and Inconsistent Support and Understanding from Stakeholders, which hindered full implementation of CBE principles. The second objective focused on how teachers cope with the challenges in implementing CBE. Emergent themes included Strategic Time Management and Prioritization of Competencies, Collaborative Planning and Peer Support, and the pursuit of Professional Development and Continuous Learning. The study also yielded valuable insights for educational management. Themes such as Adapting Instruction to Student Needs, Fostering Collaboration Among Students, and Empowering Teachers Through Professional Development surfaced, highlighting the importance of flexible, learner-centered strategies supported by responsive leadership.