Teachers’ Challenges Encountered and Coping Mechanisms on the Implementation of Revised K to 12 Curriculum

This study aimed to assess the implementation of the Revised K to 12 Curriculum in three public elementary schools in Loon North District, Bohol, during School Year 2026–2027. Specifically, it examined the profile of teacher-respondents, the status of curriculum implementation, its perceived effectiveness, the challenges encountered, and the coping mechanisms employed by teachers. The study also sought to develop a Strategic Sustainable Program for the Revised K to 12 Program based on the findings. The study employed a quantitative descriptive research design involving 63 respondents, consisting of 60 teachers and 3 school heads from Pondol Elementary School, Lawis Elementary School, and Loon North Central Elementary School. Data were gathered using an adapted and modified survey questionnaire covering curriculum implementation, perceived effectiveness, challenges, and coping mechanisms. Frequency counts, percentages, and weighted means were used to describe the respondents and summarize their assessments. The findings indicated that the Revised K to 12 Curriculum was highly implemented, with an overall mean of 3.61. Curriculum content and competencies obtained the highest implementation mean of 3.79. The perceived effectiveness of implementation was rated effective, with an overall mean of 3.60, although teacher preparedness and professional development support received a moderately effective rating. The challenges encountered were classified as serious, with an overall mean of 3.75. Resources and facilities emerged as the most serious concern, followed by time and workload. Meanwhile, teachers' coping mechanisms were practiced often, with an overall mean of 3.77. Reflective teaching and problem-solving received the highest mean of 4.08. Based on these findings, a Strategic Sustainable Program for the Revised K to 12 Program was proposed. The program emphasizes instructional resource enhancement, workload management, professional development, instructional improvement, assessment practices, administrative support, collaboration, and systematic monitoring. It is intended to sustain favorable curriculum implementation practices while addressing identified challenges in the participating schools.