Navigating Curriculum Transition in Elementary Education: A Phenomenological Inquiry

The study utilized qualitative research particularly phenomenology aimed to explore and understand the lived experiences of the public elementary school teachers in Mawab District, Davao de Oro, in navigating curriculum transition from K–12 to MATATAG, particularly during its initial stages of implementation. It examined their experiences including the challenges they encountered, the coping mechanisms they employed, and the insights they offered to strengthen school system, and community support. The study employed phenomenological design which involved focus group discussions and in-depth interviews. Data were analyzed qualitatively using Colaizzi’s method to derive the most emergent theme per research question. This study revealed that the lived experiences of teachers during the curriculum transition were marked by limited pedagogical knowledge, increased workload, and resource constraints. To address these challenges, the findings showed that teachers adopted a growth mindset and used collaborative strategies. Furthermore, the insights shared by participants for the academe and the wider community highlighted the importance of proactive adaptation to curriculum changes and stronger administrative support in schools.

Elementary education, curriculum transition implementation, public elementary school

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