Abstract

This mixed-methods study examined the initial implementation of the Revised K–12 Curriculum and illuminated how public high school teachers in the Philippines are grappling with its early roll-out. Respondents in the quantitative part of the research included 30 teachers (to whom a validated survey was administered) and purposively selected participants were involved to provide qualitative data using semi-structured interviews. Data analysis was undertaken using univariate and thematic analysis. The findings indicated that teachers experienced a moderate level of ease and difficulty in instructional practice, availability of materials and resources, and alignment with professional standards; an evidence for all three were justified to be "neutral" sticking transitional uncertainty not an ease. Despite constraints in resources and inadequate training, teachers were found to make use of adaptable approaches through their cooperation with one another and the creative utilization of study materials. Thematic analysis highlighted the significance of Availability and Adequacy of Learning Materials and Adaptive and Collaborative Pedagogy in adhering to curriculum requirements. The research concludes that teachers are resilient in the face of empty promises but need immediate institutional support, extending to: training; materials development and policy clarity if curriculum implementation is to work.