Effectiveness of School-Based Capacity Building for Teachers: Navigating New Horizons in Revised K to 12 Curriculum Instruction at Dolores Macasaet National High School SY 2025–2026

This action research evaluated the effectiveness of the School-Based Capacity Building for Teachers entitled “Navigating New Horizons in Revised K to 12 Curriculum Instruction” implemented at Dolores Macasaet National High School during School Year 2025–2026. The training initiative sought to equip teachers with the necessary competencies in curriculum alignment, effective instructional strategies, data-driven decision-making, assessment preparation, and technology-enhanced teaching to meet the expectations of the Revised K to 12 Curriculum and the PPST.
The study utilized a descriptive-evaluative research design, drawing on training evaluation results and parallel pretest-posttest assessments. A total of seventy-six (76) teachers participated in the School-Based In-Service Training (INSET), which was conducted through School Learning Action Cell (SLAC) sessions from November 2025 to February 2026. Data were analyzed using the weighted mean and paired t-test to assess participants’ level of satisfaction, determine teachers’ knowledge and skills before and after the intervention, and evaluate the significance of the changes observed following the training.
The findings showed that the participants were highly satisfied with the training program, earning an overall mean rating of 4.74, which was interpreted as Very Satisfactory. The pretest results indicated that teachers had relatively low levels of prior knowledge and skills, as reflected in an overall mean score of 20.553 (41.11%), which fell below the 75% proficiency benchmark. After participating in the capacity-building program, the teachers' performance improved considerably, with the posttest mean score increasing to 38.092 (76.18%), surpassing the passing rate. This represented an 85.34% improvement in their knowledge and skills. Moreover, the paired t-test yielded a t-value of -7.187 and a p-value of 0.000, confirming a statistically significant difference between the pretest and posttest results.
The results indicate that the School-Based Capacity Building for Teachers successfully enhanced teachers’ knowledge, skills, and professional competencies in key areas such as curriculum implementation, instructional delivery, assessment practices, and technology integration. Based on these findings, it is recommended that the school continue implementing professional development programs, strengthen mentoring and coaching initiatives, expand training opportunities on digital tools, and promote ongoing collaborative learning experiences. These efforts can further support teacher growth, improve instructional effectiveness, and contribute to better learning outcomes for students.

School-Based Capacity Building, Curriculum Instruction

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