NAVIGATING CHALLENGES: STRUGGLES IN THE IMPLEMENTATION OF THE REVISED K-12 CURRICULUM AMIDST BUDGET CONSTRAINTS AMONG REMOTE SCHOOLS

Abstract

The implementation of the Revised K–12 Curriculum represents a major reform in the Philippine education system aimed at strengthening foundational skills and developing learners’ twenty-first-century competencies. However, its successful execution in remote and financially constrained schools remains a significant challenge. This study explored the struggles encountered in implementing the Revised K–12 Curriculum due to limited budget in selected remote schools in Tantangan District, Division of South Cotabato. Specifically, it sought to understand the lived experiences of teachers and school administrators and identify adaptive strategies used to sustain effective teaching and learning. A qualitative research design using a phenomenological approach was employed. Data were gathered through in-depth interviews and reflective accounts from teachers and school leaders and were analyzed thematically to capture shared meanings and patterns of experience. Findings revealed that educators face persistent challenges, including insufficient funding, limited instructional and ICT resources, inadequate infrastructure, restricted access to professional development, and heavy administrative demands. These constraints affect instructional practices and limit student engagement and competency development. Despite these difficulties, participants demonstrated strong resilience, creativity, and commitment by improvising materials, adapting curriculum activities, collaborating with colleagues, and engaging in community partnerships. Emotional responses such as frustration, stress, and perseverance emerged alongside a strong sense of professional responsibility. The study further showed that adaptive strategies, peer support, and contextualized teaching practices enable educators to sustain curriculum implementation despite limited resources. Collaboration among teachers, school leaders, and community stakeholders played a crucial role in mitigating structural constraints. In conclusion, effective implementation of the Revised K–12 Curriculum in remote settings requires not only policy mandates but also equitable resource allocation, responsive support systems, and recognition of teachers’ professional agency. The resilience and ingenuity of educators remain central to sustaining quality education. The study underscores the importance of context-sensitive policies and community partnerships in promoting inclusive and effective curriculum implementation. Keywords: Curriculum Implementation, Educational Inequality, Teacher Resilience, Remote Schools