Teachers' Perceptions of Curriculum Effectiveness in Public Schools in BARMM

Author(s)	Khadidjah Boterie Benito, Salemah Dimaampao Panara-ag, Mohaymen Somalipao
Country	Philippines
Abstract	This study determined the teachers’ perceptions of curriculum effectiveness in public schools within the Division of Lanao del Sur I, Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), focusing on curriculum design, instructional support, school environment, and overall effectiveness. Using a descriptive quantitative design with 100 teacher-respondents, results showed that teachers generally agreed the curriculum is effective, particularly in improving student learning outcomes and aligning teaching with assessment. However, moderate ratings on instructional support and school environment indicate challenges such as limited teaching materials, insufficient training, and resource constraints. The study concluded that while the curriculum framework is sound and responsive to learners’ needs, its implementation is affected by contextual and logistical limitations. It recommended that the Ministry of Basic, Higher, and Technical Education (MBHTE-BARMM) enhance professional development programs, provide sufficient instructional resources, and strengthen culturally contextualized curriculum delivery to ensure equitable and effective education across BARMM schools.
Keywords	Teachers, Curriculum, BARMM
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-03-16
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.71431

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