Lived Experiences of Teachers in the Implementation of the Strengthened Senior High School Curriculum: A Phenomenological Study

Abstract

Curriculum reforms are intended to improve learning outcomes. However, it is the teachers that are directly affected by these changes and often encounter challenges in translating policy into practice. This study explored the lived experiences of senior high school teachers in implementing the Strengthened Senior High School (SHS) Curriculum. The study was conducted in a public senior high school in the Schools Division of Misamis Occidental during the school year 2025-2026. A qualitative design was used to capture lived experiences from the eight senior high school teachers selected through purposive sampling. Data were gathered through a semi‑structured interview guide and analyzed through Braun and Clarke’s (2006) thematic analysis. Findings of the study yielded the following themes: curriculum design and resource constraints; institutional gaps in curriculum implementation; impacts on teachers’ professional performance and teaching-learning outcomes; instructional adaptation and collaborative learning engagement. The study concludes that the strengthened SHS curriculum faces major implementation challenges due to misalignment, resource constraints, and institutional gaps, requiring stronger systemic support and teacher development. The study recommends to the strengthen curriculum implementation by enhancing school-level support, collaboration, and continuous professional development for teachers.