Bridging Pedagogy and Policy: Lived Experiences of Grade 7 Science Teachers Under Revised K to 12 Curriculum

Dennis Ernacio Fortuno; Danilo E Despi

doi:10.36948/ijfmr.2026.v08i01.66765

Bridging Pedagogy and Policy: Lived Experiences of Grade 7 Science Teachers Under Revised K to 12 Curriculum

Author(s)	Mr. Dennis Ernacio Fortuno, Dr. Danilo E Despi
Country	Philippines
Abstract	This study examined the lived experiences of Grade 7 Science teachers in implementing the Revised K–12 Curriculum in selected secondary schools in the 2nd District of Sorsogon Province, Philippines. It explored how teachers adapted to pedagogical shifts, perceived Department of Education (DepEd) training and support, reshaped instruction and assessment, and developed coping mechanisms to bridge gaps between policy and classroom realities. Using a phenomenological design, data were gathered through semi-structured interviews, focus group discussions, and participant profile sheets. Thematic analysis in vivo coding captured the essence of teachers’ narratives, ensuring credibility through triangulation, member checking, and peer debriefing. Findings revealed that teachers adopted learner-centered, inquiry-based, and contextualized approaches, integrating collaborative work, local resources, and technology to engage students. Though they initially experienced anxiety, confidence grew as students responded positively to hands-on, real-world activities. Teachers recognized DepEd’s efforts through trainings and exemplars but found them brief, theoretical, and lacking contextual relevance, particularly in rural areas. Instructional practices evolved toward authentic assessments such as projects, portfolios, and performance tasks, which fostered deeper learning but demanded time and resources. Major challenges included overcrowded classrooms, inadequate facilities, heavy workloads, and unclear policy directions. Despite these constraints, teachers demonstrated resilience and creativity by improvising laboratory tools, localizing materials, and adopting blended learning. The study concludes that while the Revised K–12 Curriculum encouraged meaningful, student-centered learning, its success relied on teacher agency and innovation. It recommends sustained, practical, and science-focused professional development with stronger institutional support to ensure effective and inclusive curriculum implementation.
Keywords	lived experiences, Grade 7 Science teachers, Revised K–12 Curriculum, pedagogical changes, DepEd training, authentic assessment, teacher resilience, curriculum implementation
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-19
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.66765

View / Download PDF File

E-ISSN 2582-2160

doi

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 3 Cover Page Vol 8 Isu 2 Cover Page Vol 8 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Bridging Pedagogy and Policy: Lived Experiences of Grade 7 Science Teachers Under Revised K to 12 Curriculum

Share this