Challenges in the Implementation of K to 12 Program and Their Influence on the Instructional Competence of Teachers

Abstract

K to 12 program is a basic curriculum program implemented in the Philippines. Upon its implementation, the instructional competence of the teachers is also influenced. This study aimed to relate the challenges in the implementation of the K to 12 program and the instructional competence of teachers which employed a correlational research design that involved 35 Grades I to III teachers from Calumpang Elementary School of Cahilsot District, General Santos City Division during the School Year 2022-2023. Following the self-administered survey, modified questionnaires were used to gather the data needed for the study. The statistical tools used in the analysis included frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient. The results showed that the level of challenges in the implementation of the K to 12 program is described as high in terms of curriculum, instruction, and assessment with an overall mean of 3.29. It also revealed that the level of instructional competence of teachers is described as high with an overall mean of 3.37. This study concluded that the instructional competence of teachers is not affected by the challenges that they encounter. Generally, the Department of Education may fortify teachers’ instructional competence as it strengthens them in combating the challenges encountered in the field of education.