Roadmap and Lenses for Special Science Curriculum Program Implementation in a Schools Division

This study assessed the implementation of the Special Science Curriculum Program (SCP) in the Schools Division of Marinduque, Philippines, an island province classified as a geographically isolated and disadvantaged area, examined the experiences of its implementers, and developed a contextualized policy manual to strengthen program delivery. A mixed-methods design was employed. Fifty-four internal stakeholders (nine school principals, nine SCP coordinators, and 36 key science teachers) from the nine SCP-implementing secondary schools were purposively selected to answer a validated 50-item survey questionnaire (Cronbach’s α = .974) covering leadership and governance, curriculum and instruction, accountability, continuous improvement, and monitoring and evaluation. Nine participants from three purposively selected schools took part in school-based triad focus group discussions (FGDs). Survey data were analyzed using frequency counts and medians, FGD data through thematic analysis supported by document analysis, and expert validation ratings of the manual using means. SCP implementation was generally evident across all five domains (overall Mdn = 4), but medium schools obtained lower medians (Mdn = 2–3), particularly in vision-setting and planning, learning resources and facilities, research engagement, partnerships, tracer studies, and contextualized monitoring tools. Implementers reported opportunities in shared leadership, instructional practice and academic excellence, accountability and professional growth, and partnership-driven improvement, while factors and issues included limited specialized training, difficulties in scaffolding enriched content, weak monitoring tools and partnerships, governance instability, resource constraints, and teacher and learner workload pressures. The contextualized SCP Policy Manual was rated highly adequate (M = 4.6). The study concludes that SCP implementation is generally effective but not yet fully institutionalized, and that strengthening governance continuity, resources, teacher support, and monitoring systems is necessary for sustained and equitable improvement.