Teachers’ Implementation of Integrative Curriculum, Practices and Innovative Instructional Strategies

Abstract

This descriptive-correlational study determined the extent of implementation of the integrative curriculum, teachers’ practices, and innovative instructional strategies among secondary schools in the Schools Division of Iloilo City, Philippines, for the school year 2025–2026. The respondents were 125 Junior and Senior High School Social Studies teachers. The independent variables included sex, age, grade level taught, position, educational attainment, and length of service, while the dependent variables were the extent of implementation of the integrative curriculum, teaching practices, and innovative instructional strategies. Data were gathered using a researcher-made questionnaire that underwent validity and reliability testing, yielding acceptable reliability coefficients. Descriptive statistics such as frequency, percentage, rank, and mean were used, while inferential statistics including Mann–Whitney U test, Kruskal–Wallis H test, and Spearman Rho correlation were employed. All statistical analyses were processed using SPSS at a 0.05 level of significance. Findings revealed that teachers demonstrated a very high extent of integrative curriculum implementation, very high levels of integrative teaching practices, and very high innovative instructional strategies in instruction. No significant differences were found in the extent of implementation, practices, and innovative instructional strategies when teachers were classified according to sex, age, grade level taught, position, and educational attainment. However, a significant difference was observed in innovative instructional strategies when classified according to length of service, with teachers having ten years or less of experience showing higher level of innovative instructional strategies. Significant positive relationships were found among curriculum implementation, teaching practices, and innovative instructional strategies, indicating that effective implementation of the integrative curriculum enhances instructional practices and fosters creative teaching.