Adaptive Strategies of General Mathematics Teachers in Implementing the Strengthened Senior High School Curriculum

The implementation of the Strengthened Senior High School Curriculum has placed increasing demands on teachers to adapt their instructional practices, particularly in General Mathematics where learners often exhibit diverse levels of readiness. Despite curriculum reforms, persistent gaps remain in understanding how teachers navigate instructional challenges and which strategies effectively support learner learning. Addressing this gap, the present inquiry explored the adaptive strategies employed by General Mathematics teachers, the factors influencing these strategies, and their impact on classroom practices and learning outcomes. Using a qualitative descriptive approach, the study gathered data from General Mathematics teachers through semi-structured interviews. The responses were analyzed using thematic analysis to generate patterns across challenges, strategies, and influencing factors. Findings revealed that teachers encounter significant challenges including foundational learner learning gaps, limited instructional time, resource shortages, and learner-related issues such as math anxiety and low motivation. To respond, teachers employ diverse adaptive strategies such as scaffolding, differentiated instruction, contextualization, technology integration, and flexible assessments. These strategies are shaped by learner needs, availability of resources, administrative support, and teacher experience. The adaptive practices resulted in improved learner comprehension, increased engagement, enhanced confidence, reduced anxiety, and a shift toward more learner-centered instruction. Overall, the study concludes that teacher adaptability is essential for the successful implementation of General Mathematics under the Strengthened SHS Curriculum. The findings imply the need for sustained professional development, stronger institutional support, and improved resource allocation to ensure that adaptive practices are consistently implemented and optimized for learner success.

Adaptability, General Mathematics, Differentiated Instruction, Teacher Strategies

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