Teaching Music and Arts Under the Revised K to 10 Curriculum in Iriga City

This study investigated the implementation challenges, instructional support needs,and teacher readiness regarding the teaching of Music and Arts in the revised K to 10 curriculum among public elementary school teachers in SDO Iriga City for School Year 2026–2027.Utilizing a descriptive-correlational research design, data were gathered from 51 public elementary school teachers predominantly general classroom teachers (88.2%) holding Bachelor’sdegrees with master’s units using structured survey questionnaires and assessment matrices.The findings revealed that while educators possess a strong foundational readiness in practical teaching skills and learner-centered strategies, they face substantial operational hurdles("Highly Experienced" overall). The most prominent challenges stem from the adequacy ofclassrooms and learning facilities (WM = 3.892, Rank 1), particularly severe deficits in storagespace, digital devices, and internet connectivity. Furthermore, teachers encounter significantdifficulties regarding teacher competence, professional development, curriculum interpretation(such as integrating local culture), performance-based assessments under large class sizes, andheavy administrative and non-teaching workloads. Tests of relationship further indicated thatthere is a significant relationship between the teachers’ profile variables (such as educationalattainment, teaching experience, and academic specialization) and the extent of issues, challenges, and concerns encountered in implementing the revised curriculum, implying that ateacher’s background profile heavily influences their perceived level of implementation hurdlesand support needs. The study concludes that although teachers are highly motivated and ready to deliver thecurriculum, structural and profile-dependent constraints significantly impede effective execution. Consequently, the research recommends targeted institutional interventions, includinginfrastructure and digital resource upgrades, specialized professional development programstailored to teachers’ background profiles and localized cultural integration, and the streamliningof administrative duties to support sustainable curriculum implementation.