Malaysian Journal of Learning and Instruction, 19, No.

1 (January) 2022, pp: 243-276

MALAYSIAN JOURNAL OF LEARNING

AND INSTRUCTION
http://e-journal.uum.edu.my/index.php/mjli

How to cite this article:

Bacus, R. C., & Alda, R. C. (2022). Senior high school teaching: A

phenomenological inquiry. Malaysian Journal of Learning & Instruction,
19(1), 243-276 https://doi.org/10.32890/mjli2022.19.1.9

SENIOR HIGH SCHOOL TEACHING: A

PHENOMENOLOGICAL INQUIRY
1
Remedios C. Bacus & Rivika C. Alda
Faculty, College of Teacher Education,
Cebu Normal University
1
Corresponding author: bacusr@cnu.edu.ph

Received: 8/3/2021 Revised: 9/12/2021 Accepted: 15/12/2021 Published: 31/1/2022

ABSTRACT

Purpose - This study aims to explore the teachers’ lived experiences

in Senior High School teaching.The K to 12 program is one curricular
reform in the Philippines to ascertain that basic education graduates
possess the required competencies at par with the international
standards.

Methodology - In this qualitative study, 15 Senior High School

(SHS) teachers’ lived experiences were explored to arrive at the
essence of SHS teaching at the onset of curriculum implementation.
Using Husserlian phenomenological design and Colaizzi’s method
of data analysis, three themes emerged from the in-depth interviews:
expectations and apprehensions, experiences and strategies, and
attitude and aspirations. The teachers have acknowledged their
important roles and have remained optimistic despite the program’s
limitations. Their unique experiences as they grapple with their new
teaching assignment enthused them to explore ways to assist them in
the teaching process.

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Findings - The findings provide academic institutions with input to

revisit policies of SHS implementation by charting relevant trainings
geared toward teachers’ professional development, conducting
regular onsite monitoring, and providing need-based support and
resources for teachers’ up-skilling and re-skilling.

Significance - With the requirements towards SHS implementation

and the teachers’ collective aspirations, the Department of Education
can continue to provide inclusive and equitable education for all.

Keywords: Attitude and aspirations, curricular reform, expectations

and apprehensions, lived experiences, Senior High School teaching,
teachers’ experiences and strategies.

INTRODUCTION

Over the years, several academic undertakings in the Philippines have

been dedicated to ensure that the curriculum is relevant and responsive
to the emerging needs of the time. The K to 12 program is one
curricular innovation that the country has implemented to ascertain
that the graduates are given quality education at par with international
standards. This is highlighted particularly in the Republic Act No.
10533 approved in 2013 which added Grades 11 and making it a 13-
year enhanced basic education system. Before this, the Philippines
was the only country in Asia and one of the three countries in the
world (the others were Angola and Djibouti) that had a 10-year basic
education program. Moreover, implementing K to 12 is more than just
keeping up with our regional neighbors or with the global community.
DepEd secretary, Dr. Leonor Briones, believed that the adoption of the
K to 12 enables the graduates to compete with the rest of the world by
equipping them with appropriate skills, creativity, and intelligence to
cope with the changing demands of time.

Despite the uproar of some teachers, parents, and students regarding

the program’s implementation, it has its full swing in 2013 and has
produced the first batch of senior high school graduates in 2018.
Moreover, its implementation has not been smooth sailing for the
program implementers, i.e., the teachers. According to Asebiomo
(2009), “no matter how well formulated a curriculum may be, its
effective implementation is a sine qua non toward achieving the
desired goals of education”. This is because the problem of most

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programs arises at the implementation level. This change brought

about by the Enhanced Basic Education Act of 2013 necessitates that
teachers must have a certain degree of curricular reform resilience to
grapple with the change. In the senior high school curriculum, there
are different tracks the students can choose from: academic (including
Business, Science and Engineering, Humanities and Social Science,
and General Academics), technical-vocational livelihood (with
TESDA qualifications), arts and design, and sports. These tracks aim
to equip a student with entrepreneurship skills, employment skills,
tech-vocational training, and readiness for higher education. Thus,
this entails careful training, hiring, and selection of teachers in the
delivery of specialized courses (Department of Education, 2016).

For the past years, teachers in Senior High School have been exposed
to several capacity-building trainings and seminars to equip them
with the necessary content and pedagogical skills. These trainings and
seminars have been laid down through the DepEd Memorandum No.
105, s. 2016 Senior High School (SHS) Training of Teachers for the
K to 12 Basic Education Program, and the DepEd Order No. 35, s.
2016 The Learning Action Cell as a K to 12 Basic Education Program
School-Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning.

Being used to teaching in the Junior High School, several teachers are
transferred to SHS although initially, those who come from different
industries specializing in the different tracks would teach the subject.
This results in the change of ‘what to teach.” Fullan (2001) believed
that implementing educational change requires step-by-step planning;
lest it will cause more problems than opportunities. Teachers need to
understand clearly what change is taking place and what is expected
of them thereafter. Henceforth, they have to be fully “on board” so the
direction and focus become clearer. Human and material resources are
identified as problems in the implementation of the program among
others (Combalicer, 2016; Brillantes et al., 2019). While adding two
more years to the country’s traditional education system was done in
good faith, there has been a seemingly unforeseen glitch in the K-12
system: junior high teachers teaching the specialized tracks in SHS.
Although Briones has said that those who do not want to teach in
senior high school have an option and will not be forced. According
to some teachers, they did not want to change the subjects they were
comfortable teaching for the past years. Some also did not like the
additional workload. However, some teachers did not actually have an

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option because the school has not hired a teacher for SHS. This needs
to be investigated for appropriate action because the teacher is a major
hub around which the success of education revolves. Obinna (2007)
observed that ‘‘no government policy on education can be realized if
it does not, first of all, perceive the problems and opportunities before
initiating decision-making process”. The teacher is in the best position
and most qualified resource person to be consulted.

This study aims to explore the lived experiences of Senior High School
teachers and to the ascribed meaning attached to their narratives. Their
experiences in teaching varied subjects in the SHS highlight both the
varied opportunities and possibilities for professional growth and the
challenges that they have encountered in the implementation of the
new curriculum. This study will provide the Department of Education
(DepEd) with the picture of the opportunities and challenges
experienced by the teachers while handling the courses in Senior High
School (SHS). Furthermore, the result will provide the department
with data to support any curricular initiatives to address the needs
of SHS teachers coming from industry, higher education institutions,
and junior high schools.

Philosophical Stance

Philosophical assumptions are concerned with beliefs, values,

ontology, epistemology, and rationality since research is subjective
in a qualitative approach. A researcher employing qualitative
method of research should agree with the underlying philosophical
assumptions side by side with their own world views. Creswell and
Poth (2017) described the following four philosophical assumptions:
ontological (the nature of reality) relates to the nature of reality and
its characteristics; epistemological (how researchers know what they
know) describes how the researchers try to get as close as possible to
participants being studied; axiology (the role of values in research) is
how researchers make their values known in the study and actively
reports their values and biases as well as the value-laden nature of
information gathered from the field; and methodology (the methods
used in the process of research) which may be inductive, emerging,
and shaped by the researcher’s experience in collecting and analyzing
the data.

The ontology of this research study is that reality is socially

constructed, and reality is perceived to be socially constructed

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and is subjective. Subjectivism (also known as constructionism or

interpretivism) perceives that “social phenomena are created from the
perceptions and consequent actions of those social actors concerned
with their existence” (Dudovskiy, 2018). In this study, the researchers
highlight that human beings have their thoughts, interpretations, and
meanings of “what is”. Moreover, it attempts to understand human
beings in a social context. The research particiants’ realities and their
world, constructed through their lived experiences as highlighted to
be the changes and challenges they have encountered, are manifested
using research methods and techniques of the interpretive design such
as interviews to deduce and interpret their feelings and inner thoughts.
Further, to explore these realities, the participants are asked about the
opportunities and possibilities afforded to them and the challenges
and limitations that they have encountered in the implementation of
the new curriculum.

Further, the epistemological stance of the study is constructivist.

Constructivist research is relativist, transactional, and subjectivist.
In this study, the researchers acknowledge that “there is no objective
truth to be known”; that reality is a by-product of informant’s
(teachers) individual thoughts and interactions; and, that the world
is not known, and that the role of the researcher is to construct an
impression of the world as they (participants) see it. In this study,
the researcher is the main data gathering instrument and is present in
all face-to-face interactions or interviews with the teachers to fully
comprehend, respond and make sense of these interactions. The
researchers and the research participants are one in contextualizing
and creating the meaning of the multiple realities that exist. Charmaz
(2006) states that the aim of a constructivist inquiry is “to interpret
research participants’ meanings, which are themselves interpretations,
and produce a ‘substantive theory’ or working hypotheses”.

On the other hand, this study highlights axiological - “interpretivism”

in which it is anchored on the belief that research is value bound, the
researcher is part of what is being researched, cannot be separated and
so will be subjective. This paper put emphasis or value on both policy
and practice in the implementation of the K to 12 curriculum. By
looking at the leaps and limits as deduced from the participants, this
study provides the Department of Education (DepEd) the portrait of
the opportunities and challenges experienced by the teachers handling
the courses in Senior High School (SHS) which can be used to support
any curricular initiatives to address the needs of these teachers.

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Lastly, the rhetoric of the study distinguishes that knowing is

subjective and involved, however, the researchers bracket their
biases and own interpretations of the phenomenon. The “facts” and
experiences of the participants speak for themselves and these are laid
down using thematic presentation. Analyses focus on the language of
research and elaboration is also in reference to some larger field of
meaning.

LITERATURE REVIEW

The Philippines had a significant leap in education through the

Republic Act No. 10533 known as the Enhanced Basic Education
Act. This model of Department of Education (DepEd) - K-6-4-2
Model involves Kindergarten, six years of elementary education,
four years of junior high school (Grades 7 to 10), and two years of
senior high school (Grades 11 to 12). The additional two years of
senior high school intend to provide time for students to consolidate
acquired academic skills and competencies and equip learners with
skills that will better prepare them for the future, whether it is for
employment, entrepreneurship, skills development (further Tech-Voc
training), and higher education or college (DepEd, 2019). The Senior
High School Curriculum was developed in line with the curriculum of
the Commission of Higher Education (CHED) to ensure that students
graduate from Senior High School with the necessary knowledge,
skills, and competencies needed to attend (Acosta et al., 2016). It
is perceived that implementing this curricular reform will foster the
growth and development of the country (Abueva, 2019).

This K to 12 curricular reform was signed into law in 2013 and recently
had its first batch of graduates in 2018. Before its implementation,
the country was the only one in Asia that still has 10 years in basic
education (Adarlo et al., 2017). This has put the country’s graduates at
a disadvantage in the global job market, and this educational reform is
expected to address this concern. These new graduates are envisaged
to become more competitive in the global business arena and to bring
more success that would contribute towards building the nation and be
at par with the rest of the world (Acosta et al., 2016). Thus, even with
the so many concerns raised by the different stakeholders about the
implementation of K to 12, the government still has pushed through
with it.

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The word implementation according to Ogar (2015) connotes the

“operationalization of well-articulated and well-intentioned ideas
packed as theory”. Hence to implement is to put action-packed
ideas or theories into reality. Mezieobi (1993), conceptualized the
term implementation simply as a process of putting an agreed plan,
decision, proposal, idea, or policy into effect. The real success of
any plan is seen in its implementation. It is the moving force of any
plan without which a plan is only a good wish or intention. On the
other hand, the word curriculum in a formal setting can be seen as the
planned learning experiences offered to the learner in school (Ogar,
2015).

Moreover, the teacher is at the forefront of curriculum implementation.

Harris and Jones (2019) accentuated teacher’s contribution to
curricular change and their active participation in leading the change.
However, only a few studies have been undertaken to determine
the status of the program and the teachers (as implementers) in the
country several years after its implementation (Almerino et al., 2020).
The study of Rivera (2017) attempted to identify the misalignment of
teaching pedagogies in the K to 12 curriculum and purported that there
is a need to revisit the content and implementation of the curriculum.
Another study by Trance and Trance (2019) explored the experiences
of in-service and pre-service teachers and students and identified
several issues and challenges they are facing like lack of materials and
resources among others. The same concerns were also raised in the
report conducted by the Philippine Institute of Development Studies
in 2019. It is on this understanding that teachers need to embark on
formidable challenges on improving the quality of their teaching
while meeting the tremendous demand of change (Navarro et al.,
2016). Likewise, coping with these changes of the K to 12 curriculum
is still seen as a challenge up until now.

Even at the onset of the K-12 implementation, several arguments and

recurring doubts have already surfaced such as scarcity of learning
materials, lack of classrooms, and qualifications of teachers who teach
the senior high programs had become a national issue (Rabacal et al.,
2017). Initially, the Department of Education calls for specialists from
different industries and those teaching in different universities to teach
the specialized tracks namely Academic (which includes Business,
Science & Engineering, Humanities & Social Science, and a General
Academic strand) (2) Technical Vocational Livelihood (with highly
specialized subjects with TESDA qualifications) (3) Sports (4) Arts &

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Design. DepEd Order No. 3, s. 2016 stipulates the qualifications for

SHS teachers such as a) Bachelor’s degree majoring in fields under
the Track; or any Bachelor’s degree plus 15 units of specialization, in
the Strand; b) years of relevant teaching/industry work-experience; c)
hours of training relevant to the courses in the Strand; and d) a LET
passer (licensed or certified teachers).

However, schools have difficulty in hiring specialized teachers due to

a number of factors including requirements and compensation (ADB,
2019). This has also resulted in the limited track and strands offered
in various schools. Brillantes et al. (2019) reported that “there is a
substantial proportion of the 11,087 senior high schools not offering
even the main line academic strands and tracks”. According to their
study, 64 percent of these schools do not offer ABM, 70 percent do not
offer HUMSS, 74 percent do not offer STEM, 37 percent do not offer
GAS and almost all of them (99.6%) do not offer pre-baccalaureate
maritime, and 38 percent do not offer TVL track, 99 percent do not
offer sports, and 98 percent do not offer arts and design. This is due to
the scarcity of qualified teachers as well as the resources (laboratory
for instance) needed to teach these tracks. The development of tracks
based on different competencies and/or student interests is an integral
component of the program. These tracks-based competencies are
developed to meet the country’s varied human capital requirements
and to prepare students for productive endeavors (Acosta, 2016).

Moreover, schools have tried to address the shortage of qualified SHS

teachers. For instance, a number of Junior High School (JHS) teachers
are transferred to SHS and made to teach the different tracks/strands.
These teachers have been assigned to teach subjects that are not related
to their areas of specialization. The same goes for those teachers who
came from higher education institutions and industries who opted to
teach in the public school system. While some teachers try to study
their new subjects, some consider that such practice does not allow
them to do “the subject justice” (Brillantes et al., 2019). Although
teachers at the Senior High School are given capacity-building
trainings and seminars to equip them with the necessary content and
pedagogical skills, SHS-specific training seems inadequate for some
teachers. While research on out-of-field teachers’ impact on students’
performance varies, the majority of these studies show that out-of-
field teachers are aware of and are concerned about the negative
impact their teaching might have on their students’ learning. It can also
be devastating for a confident and competent teacher to be suddenly

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incompetent because he is made to teach an unfamiliar content. Real

learning in an out-of-field subject – where there is improved capacity
and confidence to teach – requires support from colleagues and school
leaders, as well as time to extend content knowledge and teaching
approaches. (du Plessis et al., 2014).

The K-12 program has been acknowledged as relevant and responsive

to the needs of 21st-century education as reported by various literature.
However, its implementation brings forth a lot of concerns that DepEd
and the government need to immediately address. Likewise, the
teachers’ voices can provide an understanding of what is happening
in the field. This program is still in its transition period considering
that the government still needs to revisit policies as well as address
identified issues by the different stakeholders. It is still a work in
progress, thus study into its implementation would greatly help the
education sector in developing revised policies and guidelines, as well
as tailoring initiatives to directly address the concerns of those who
are implementing the programs.

RESEARCH METHODOLOGY

Design

This study employed a descriptive phenomenological approach in

exploring the teachers’ lived experiences during their first two years
in senior high school teaching. The Husserlian phenomenological
approach was utilized to arrive at the description of the unique
meanings of what is it like to teach in a SHS and how these meanings
emerge and are shaped by consciousness. In this approach, the teachers’
consciousness and introspection of their experiences was established
for them to ‘clearly notice’ and share essential ideas process, and
events associated with their work. Such an approach suits the study
on the account of intentionality and the immanent reflection of the
teachers to unfold their unique experiences (Gutland, 2018).

A phenomenological device of bracketing was done where the

researcher’s assumptions, personal experience, and hunches were
recorded from pre to post data collection. This was done to ensure that
meaning-making was not influenced by the researcher’s preconceived
ideas and regard towards the teachers’ lived experiences. Consequently,
aspects of meaning attached to the phenomenon of senior high school

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teaching emerged from thoughtfulness and attentiveness to the unique

meaning and significance of the teachers’ lived experiences.

An empirical method, such as interviewing, was used to gather

experiential material. Creswell (2014) maintained that ‘data are
best collected in the form of descriptions of live-through moments
and remembered stories of a particular experience.’ Hence, the
focus is on describing senior high school teaching directly without
offering a causal explanation or interpretive generalizations. In the
process, emerging questions and procedures, data collected under
a natural setting, data analysis, and meaning-making are taken into
consideration to uncover the essence of the studied phenomenon.

Environment

This study was conducted in selected Senior High Schools in Region

7 from the different schools divisions. To obtain the needed data,
15 SHS teachers from varied settings: Junior High School, Higher
Education Institution (HEI), and industry, were chosen to constitute
the study participants. Teachers from HEIs and industry (e.g. call
centers, hospitals, firms, etc) were included because their experiences
prior to being appointed as SHS teachers might have an influence on
how they regard and perform their roles and responsibilities in their
new work station, the Department of Education.

Participants and Sampling Technique

This study utilized purposive sampling, which is widely used in

qualitative studies. The participants were selected based on the
inclusion criteria: a) appointed as Senior High School teachers since
2016; b) had undergone trainings/ workshops/ seminars related to
SHS teaching; c) was given a full load of teaching, and 4) voluntarily
consented to be part of the study and are willing to articulate their
experience as Senior High School teachers. The representation was
deemed necessary to ascertain that various settings and contexts could
be explored to capture the essence of the experiences as lived by the
participants. No further interview was conducted after interviewing
the 15th participant since data saturation was already achieved and no
new information emerged from the interview.

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Instrument

In this phenomenological inquiry, the researcher is the primary data

collection instrument. According to Pezalla et al. (2012), as the initiator
of the interview, the researcher, plays an active role in making specific
decisions about the progress of the in-depth, unstructured interview.
The participants’ unfolding of their experiences is contingent upon the
skills of the researcher in drawing out their life-worlds.

The researcher-interviewer, guided by the research question drew out

the participants’ senior high school teaching experiences. Prompts
and probing questions were used to aid the participants in providing
richer and more vivid details of their experiences. These served as
follow-up questions that would invite the participants to share more
to get the desired thick description of the phenomenon being studied
(Leech, 2002).

The open-ended questioning shed light on the focus which is

understanding and describing the essence attached to senior high
school teaching. Also, since there might be things not captured during
the online interview, participants were informed of member checking
once the interview transcripts were done.

Data-gathering Procedure

Approval of the Research Ethics Committee was sought prior to

the conducting the interview. Then, transmittal letters and consent
were given to the participants who were selected based on the pre-
set inclusion criteria. As the nature of the study necessitates that
data collection involves an interview, participants’ informed consent
was sought after explaining them the nature of their participation,
purpose of the study, time commitment, benefits to be expected, and
confidentiality of their identity.

An in-depth interview was used as a means for exploring and gathering

experiential material. With the current situation where mobility and
physical presence are challenged, an online platform such as Zoom,
Google Meet, Messenger supplemented the face-to-face interviews.
Each interview session was recorded and facilitated by the assigned
researcher. Prompts were used to encourage the participants to
explicate points mentioned after giving the main question of
describing their senior high school teaching experience from the

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beginning until the present. The researcher was given permission to

contact the participants to present and discuss the interim research
texts with them to fully capture their experience as shared during the
interview. This would also provide the the participants a chance to
validate their statements and the researcher a chance to ask for any
clarifications about the significance of their experience.

Data Analysis using Colaizzi’s Descriptive Phenomenological

Method

To arrive at an all-encompassing description and rigorous analysis

of senior high school teaching as experienced by the participants,
Colaizzi’s (1978) in Morrow’s (2015) distinctive seven steps were
followed. At the onset, the researchers familiarized themselves with
the data.

Data immersion commenced within the first 24 hours after every

interview by listening to the recorded interview. This was followed
by repetitive reading of the transcripts. Having been immersed with
the data, the researcher identified significant statements which are of
direct relevance to the studied phenomenon. The formulated meanings
from the significant statements were considered with the researcher’s
conscious and reflexive bracketing of her pre-suppositions. Identified
meanings were then clustered into themes which were discussed in
full to present a description of senior high school teaching. Saldana
(2013) defines themes, an implicit topic, as an outcome of coding
categorization and analytic reflection. The exhaustive description/
themes were condensed into short, dense statements to produce the
fundamental structure, that is, the essential aspects of the experiences
of the teacher-participants. Part of the process of analysis was to seek
verification of the fundamental structure developed in the previous
stage. This was done when the researcher returned the created
fundamental structure to the select participants who validated whether
the statements really captured their experience. They were told that
they could add further information related to their responses to
contextualize or explain the concepts mentioned during the interview.
Participant validation was purposely done to discuss initial results
with the participants and ascertain that nothing is missed during the
transcription and condensation of meaning.

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Ethical Considerations

Considerably, the wealth of knowledge and understanding of the

teachers’ accounts present the myriad issues that beset them as teachers
in SHS. It is therefore a moral obligation of the researcher to strictly
consider the rights of the participants, to establish trust among them,
and to respect them as independent individuals who are capable of
making sound decisions. The major ethical issues in conducting this
study include (a) informed consent, (b) beneficence, (c) confidentiality
and anonymity, and (d) respect for privacy, and the right to withdraw
from the study anytime. Participants’ signed consent forms support
their approval to provide the needed data in the study. They were
not linked to the data, in whatsoever means, and their identities were
known only by the researcher. The participants were identified by their
coded ID in the study and the audio recordings were destroyed after
they had validated the presented fundamental structure according to a
mutually agreed schedule. Lastly, the participants were informed that
they could withdraw from the study at any time if they wish to. This
right was explained to them prior to their engagement in the research.

Trustworthiness

To ensure reliability and traceability of decisions on the themes, the

researcher established the transcription rigors and developed the
codebook.Transcription is an integral part of the research process as
it helps interpret the information precisely and concisely. The data
obtained during the interview were easier to analyze because the
transcripts were reviewed several times (for data immersion). To
make sense of the interviews, the researcher, as the main instrument,
engaged in the process of identifying the significant statements (SSs),
and the formulated meanings (FMs) were derived thereafter. The
FMs, in the codebook, were the tags or labels for assigning units of
meaning to the descriptive or inferential information compiled during
the initial phase of data analysis.

Moreover, the four trustworthiness criteria according to Lincoln

and Guba (1985, cited in Nowell et al., 2017) namely credibility,
dependability, transferability, confirmability were observed. Member
checking was done by contacting and sharing to the participants the
interim research texts (credibility). An inquiry audit, requiring outside
persons as reviewers of the research process and analysis, was done
(dependability). There was also a thick description of the data from

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purposively selected participants’ contexts obtained through the

interview (transferability). Lastly, neutrality was observed through an
audit trail (basis of the themes) to ensure that the findings accurately
portrayed the teachers’ responses and were not skewed to fit a certain
narrative (confirmability).

RESULTS AND DISCUSSION

This study explored the teachers’ lived experiences in Senior High

School teaching. It used a qualitative framework and methods
appropriate for a phenomenological research-guided data collection
and analysis. The results of this study described the challenges and
opportunities of SHS teaching through the themes deduced from the
formulated meanings. Careful analysis of the interview transcriptions
allowed the researchers to identify word and thought patterns which
set the stage for later theme emersion (Schuemann, 2014).

Summary of Participants

The data collected from this study are from the face-to-face interviews
with the identified participants. Point of saturation was achieved on
the 13th participant and the researchers added two more to make sure
that no new major concepts emerged in the following interviews.
Selection of participants for the study was guided by the following
inclusion criteria: a.) Senior High school teachers in Region 7 coming
from a Junior High school (JHS), higher education institutions (HEI),
and from industry, b.) applied and appointed as a teacher in the
Senior High School since 2016; c) must have undergone trainings/
workshops/ seminars related to SHS teaching; d) were given a full
load of teaching, and e) voluntarily consented to be part of the study.

There were 15 participants, with five from each of the three categories:
SHS teachers coming from a Junior High school (JHS), teachers from
higher education institutions (HEI), and those coming from industry.

SHS Teachers Coming from a Junior High School (JHS)

Most people find change to be an overwhelming experience, especially

if it is abrupt. This is a prevalent theme among the five respondents
who started teaching in Junior High School for 3-15 years already
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before they were designated as teachers in SHS. Two participants

have been teaching for 3-5 years, the other three have been teaching
for more than five years, one of whom has taught already for 15 years.
Three are female and two are male. All are regular teachers in the
Department of Education. They come from different provinces in the
region: Cebu Province, Bohol, and Negros Oriental.

What is common to all five is that they were assigned by their principal
to teach in SHS basically because their school lack teachers. They
claimed that their transition from JHS to SHS was by no means easy.
They felt the demands and expectations in all forms.

For the two who have taught for 3-5 years, they felt that their
responsibilities expanded considerably. Teaching in JHS for quite
some time, for them, was not enough to be qualified to teach in SHS.
They believe that they lack the expertise to teach the courses offered in
SHS. Those who have been in the profession for more than five years
felt the necessity and importance of continuing studies and pursuing
post-graduate studies. They claimed that they are not experts in this
new field and there is still so much to do when it comes to content,
pedagogy, materials, and the like. Aside from that, they also need to
adjust in terms of dealing with more mature students who should have
been college students already (about the old curriculum). However,
all five believe that where they are now is a great learning experience,
and favorable outcomes will be achieved for both teachers and
students if they will be continuously and adequately provided with
curricular support.

SHS Teachers from Higher Education Institutions

When K to 12 was implemented, there were college and university

teachers who expressed concern about being displaced, retrenched,
or worse, terminated. However, some saw it as an opportunity for
more stable employment (especially for those who come from a
private school). This is also true for all five respondents in this study
who previously taught in Higher Educational Institutions (HEIs), but
now teaching in SHS. They all have taught for three years or more in
private HEIs from different provinces in the region: Cebu Province,
Siquijor, and Negros Oriental. Four females and one male; and all are
passers of the licensure examination for teachers. They did not expect
the great shift of their career when K to 12 was implemented.

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Three of these respondents consider it as an opportunity for them to

get to a more stable job, i.e., teaching in a public school. However,
two of them did not have much choice as the HEI informed them that
they would no longer be given any teaching load. This left them no
choice but to apply in a public SHS. Teaching in SHS for all five have
been challenging due to scarcity of materials, and the adjustment of
their teaching approaches they required to make to teach at the basic
level. In terms of mastery of content and dealing with students, they
say that they are confident since they teach the same subjects in HEIs.
They, like the teachers from JHS, were encouraged to pursue post-
graduate education to be more equipped.

SHS Teachers from the Industry

The scope of SHS teaching, especially on applied and specialized

courses, provided an opportunity for those who are practitioners and
experts not just from the education sector but even from different
relevant industries in the country. They were invited either to teach
part-time (even without a teacher license) or full-time (if they
will secure the teacher license within five years). This was a good
opportunity especially for those who wanted to be teachers (but did
not have the opportunity to become one), those who wanted to work
in a public sector (if there is a promise of job security), and those
who would want to explore and venture out other areas within their
expertise. These were the reasons why these five respondents opted
to change their workplace. They were not retrenched or terminated,
rather, it was their choice.

The five respondents under this group have been working in the
industry for between 5 and 24 years. One respondent has been in the
industry for 15 years, and one for 24 years before being transferred
to a public SHS. The other three respondents were employed in the
public sector for 5 to 10 years.

For these five, all the aspects of SHS teaching were challenging. They
needed to simply and teach the contents according to the specified
objectives in the curriculum guide. They require a lot of support with
teaching approach. The materials provided were inadequate, adding
to their list of worries. However, what is common to all five is that
despite all these challenges, they brought with them a considerable
amount of optimism and resiliency. They claim that deciding whether
or not to leave their comfort zone was the most difficult part for them.

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All five were very optimistic that with proper support and trainings,
they will be able to acquire the skills they need and adjust to the new
environment.

From the Qualitative Database to Themes

The meanings ascribed to the narratives are presented thematically

following Colaizzi’s seven-step process of data analysis. The
researcher, a narrative inquirer, attended to the ways the narratives
of experience are embedded in social and educational contexts. This
was realized when interview transcripts were organized to capture
the multiple interactions and reflections on and of their experiences.
The succeeding section presents the exhaustive description of the
three themes: expectations and apprehensions, experiences and
coping strategies, and attitudes and aspirations. These themes are
condensed into the fundamental structure of the participants’ accounts
characterizing their perceptions and experiences of Senior High
School teaching.

Theme 1. Expectations and Apprehensions

Any new teacher hopes to be ready for anything at the start of their
teaching career. Knowing what to teach and how to teach can make
their work a lot easier. With various experiences before being hired
as Senior High school teachers, the study participants shared their
expectations and apprehensions towards teaching. These expectations
come from perceived competence and readiness to be in control of their
classroom, availability of resources, and active student engagement.
Apprehensions, on the other hand, pertain to their concerns and
worries concerning their teaching skills, self-efficacy, and effective
pedagogy.

The majority of the participants disclosed their expectations and

apprehensions, saying:

The offering of the senior high school program as

part of the curriculum in the basic education in the
Philippines opened a door to a lot of opportunities
as a new approach, I was not expecting it to be an
easy load. I was given directly the task of a Grade
11 adviser. I was hesitant at first to accept the
assignment because in the first place, I am not a

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senior high school teacher and I have less than a

year of experience in public school. I was hesitant
whether or not I can do this job well.(P1)

Many questions had popped up in my mind. Such

queries concerned much on the availability of
resources, equipment and most especially the
stakeholders and the companies where they should
be having their work immersion. Though there
were apprehensions, we had managed to produce
graduates as the pilot implementer. (P2)

…at first, I had the impression that the teacher has

less work in the class knowing that the SH students
are supposedly college students now. But all these
are just my imaginations, my expectations which are
not met. As can be seen, senior high school students
are more difficult to deal with than my grade seven
students. They are very sensitive, I have to watch
my words all the time. They are having difficulty
adjusting to one another because they came from
different junior high schools. Some are not attending
their classes regularly.(P3)

When I decided to be a SHS teacher, I expected a lot

of myriad activities. Indeed, it’s definitely true. 2016
was my first year teaching SHS. I was assigned as a
Grade-11 GAS adviser. SHS teaching was a transition
period starting from students, buildings, classroom,
environment, atmosphere, references, LM’s, TG’s,
IM’s, etc. need to be adjusted. (P5)

I once was thought that being a teacher would be

great; without worries but just, just full of excitement
and gladness same as what I had when I’m teaching
college. But as I look back on my experiences being
a senior high school teacher from the very start until
today. I realized how challenging it would be. (P8)

My work seems difficult that I decided to transfer to

the Public School because I thought my life would
be easier there. Yes, I could say my work is lighter

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because I only have six (6) subjects; yet, the problem

is how I should deal with my Grade 12 TVL students.
Being in the private school and with the kind of
students, I had didn’t give much effort in letting them
understand the lessons, unlike when I am nowhere in
the public school. So, this is a big challenge on my
part. (P9)

Now, as a Senior High School teacher is not totally

different from my previous experiences since I taught
College for quite some time already. I only adjusted
the setting of a new offered environment but when it
comes to my students they are just somehow similar.
(P6)

The teachers are at the forefront of SHS curriculum implementation

from the time they are hired. At the onset, they acknowledged that it
is an opportunity, that SHS students are easy to deal with considering
their age, and that there is seemingly less work to do. The participants
who are not new in teaching, as well as those coming from the
industry, expected SHS teaching to be worry-free and opportunities-
filled. Conversely, they have also recognized the need to embark
on formidable challenges that beset them since the program is new
and several challenges have to be hurdled. They have doubts about
being able to satisfy the need of the stakeholders especially when
the students will be sent out during the immersion phase. Further,
the need to be equipped with the learners’ resource materials and
teaching guides and contributory to the apprehensions on how SHS
teaching be done effectively.

Similarly, Rabacal et al. (2017) pointed to teachers’ readiness and

qualifications and learning materials as national issues confronting the
K to12 program implementation. These had led to several arguments,
uncertainties, and doubts. With only the curriculum guide at hand,
multiple designations, the unfamiliarity of the competencies, kinds of
public-school students are among the factors that cause discomforts
and apprehensions. The accounts of the teachers revealed that:

…With all things happening to me, I am now starting

to doubt my decision. My dismay does not end there.
In addition to the problem is the fact that teachers of
senior high school are only given curriculum guides;
no books, no modules, no students’ manuals, nothing
except the curriculum guide. (P3)

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As I start accepting the challenge to teach Senior

High School, I also start to worry. I got worried not
only because of the additional teaching load but also
of the learning materials to be used in the teaching-
learning process. This is a challenge for me of the
great work it may bring. (P4)

The start of it was the hardest. I didn’t have a clear

understanding of some competencies, I didn’t have
references, and the school lacks facilities and it
doesn’t have a signal which was my only hope for
an internet across to research for my lesson and
download materials for it. (P7)

I do not have enough time to prepare because I am

also handling subjects in the Junior High School,
and other assigned tasks as property custodian and
as adopt a school coordinator. (P4)

Every beginning is never easy. The beginning has

always been the hardest. Those lines are my theme in
this new journey as a newly-hired teacher in Senior
High School. It has been a rough, rocky, and roller
coaster ride for me. (P11)

As a new teacher in an institution that is new to me,

I have shed a lot of tears, before I can fully adjust to
a new system of education and a new environment.
(P14)

I could still recall my experience last school year.

The start of it was the hardest. I didn’t have a clear
understanding of some competencies, I didn’t have
references, and the school lacks facilities and it
doesn’t have a signal which was my only hope for
an internet across to research for my lesson and
download materials for it. (P7)

Indeed, the experiences of the pilot implementation of the K to 12

program uncover the plight of teachers as they fulfill their tasks in
honing their students’ competencies. Teachers have acknowledged

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that a certain degree of adjustments, creativity, and resourcefulness

are expected of them. Though there may be apprehensions, there are
mechanisms are in place.

For instance, the Department of Education has outlined and

considered the groundwork from planning up to dissemination. Mass
trainings for SHS teachers were done at regional and national levels
and teachers are enjoined to develop learning materials. Studies by
Acar (2017) and Abdullah (2020) showed that teachers are provided
with resourceful mechanisms to deliver their lessons in a meaningful
way despite the lack of materials and facilities and the school’s non-
adoption of admission and retention policy

Theme 2. Experiences and (Coping) Strategies

The experiences of senior high teachers pertain to their encounters,

understandings, and application of proficiencies in teaching while
coping strategies refer to their ability to handle overlapping activities,
student diversity, limited resources, poor student motivation, and
adherence to the policies. Being the first set of SHS teachers gave them
a vantage point to share how they grapple with it or try to overcome
the perceived limitations at the onset of curriculum implementation.
Their experiences were not always pleasant, but they managed to see
the very purpose of their chosen profession. Significant adjustments
had to be made along with their conscious effort to make things work.
It all started with accepting the reality and responding appropriately
to it. According to them,

I delivered the lessons through my own resourcefulness

and initiative. Researches for learning materials and
collaboration with other SH teachers were done. I
even have decided to buy my LED TV and to have my
broadband connection to answer one of the emerging
demands of a 21st-century teacher. (P2)

In other schools, they have a unified book and even

the daily lesson plan in class. Which challenges me
on how I should handle pressure and heavy loads as
a newbie in SHS. It never gives me complete rest and
on-time meals since I have to prepare for the lesson
every day. (P11)

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This is where I am now… so, I should go with the

flow/current; so I won’t get drowned. (P9)

Today, it has been almost two years since the SHS

started, I have still experienced difficulties in the
implementation. First, it is because we lack the
resources that will help us in teaching our students.
(P14)

…teachers of senior high school are only given

curriculum guides; no books, no modules, no students’
manuals, nothing except the curriculum guide. We
were just told to research from the internet, portals,
etc. There’s no internet connection in our school, so I
have to spend my own money on it. I bought my books
and other resources. I bought my laptop, projects,
speakers, etc. to cope up with the demands of 21st-
century learners. Well, at least, I am happy, I had
shared part of my salary with the students. (P3)

I got worried not only because of the additional

teaching load but also of the learning materials to be
used in the teaching-learning process. (P4)

My co-teachers explained to me how things go

in the Public School. I have realized upon a lot of
contemplation that I have to accept it. (P9)

They participated in collaborative and benchmarking activities to learn

what materials others are using and how they address their concerns
on lack of teaching resources. This proved that newly-hired teachers
in SHS are cognizant of the fact that they are not alone and that they
can build a support system among their colleagues who are willing
to assist them. Simpson (2016) identified a teacher’s support system
as influential in teacher efficacy. Novice teachers, ( in this case, new
in SHS teaching) acknowledged guidance and support, professional
development, and opportunities for collaboration as instrumental as
they carry out their tasks.

Since learning materials, out-of-field teaching, and multiple

designations are quite challenging, teachers find solace in online
resources, in colleagues’ assistance, and in attending mass trainings
and seminars. Being at the forefront, they acknowledge that they must
do something or they will not be able to provide necessary knowledge,

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skills, and attitude to their students. This assertion is supported by the

study of Bacus (2021) on the teacher’s distinctive powers to make
decisions on how to teach and what to teach, given the needs and
context of their students and in a specific learning milieu. The majority
of them recounted,

I was even asked to handle subjects that are not in line

with my major and most of the time, I doubted all the
things that I asked my students to do. So, I invested in
buying books and downloading reference materials
from the internet. Thus, I have limited access to
online resources, but every time I go home during the
weekends, I always make sure to download everything
I need for the coming week. Time management is the
key and never belittle yourself. (P1)

I have to give the extra mile of doing research. For

me, it was somewhat like going into the battle without
any armor. Because there are no materials provided
by the Department of Education. (P4)

Being a teacher is a new venture for me, it develop

my ability and enriched my knowledge by attending
MTOT Seminar that develop me in preparation to
become a good teacher for my students. (P12)

Second, the equipment for the TVL classes, lastly, the

lack of teachers because some of our teachers are
handling subjects that they are not competent in. They
are handling subjects that they are forced to handle
because there are no teachers who will handle them.
(P14)

….I don’t have enough time to prepare because I am

also handling subjects in the Junior High School,
and other assigned tasks as property custodian and
as adopt a school coordinator. (P4)

True enough, my prayers were answered because

DepEd conducted seminars. I was and am always
lucky to be one of the SHS teachers attending all
seminars for English. As of now, I’m enjoying being

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taught, being pressured, and being relaxed, with the

different responsibilities and tasks given and needs to
be embraced by me. (P8)

However, with the help of the first SHS Mass Training

for teachers, I was enlightened and I understood the
content of the curriculum guide and its importance in
teaching our SHS students. I am confident with my
belief that I can be one great teacher. (P6)

The reality faced by SHS teachers provided them with an avenue to

exercise their ingenuity. Obtaining resources, attending seminars and
mass trainings for Senior High School, findings ways to get acquainted
with the system, and embracing all delegated responsibilities
strengthened their regard towards SHS teaching. Their narratives
below indicated their varied ways of addressing such reality.

SHS teaching is a long winding road of triumphs and

trials. I encountered adversities and affiliations as a
teacher. Sleepless nights of researching the lessons
because only Curriculum Guides were provided.
Spending my own money to procure books/references
and struggling to impart knowledge to my diverse
SHS learners. (P5)

Dealing with the students is not the only challenge

that I am facing right now but also in getting
acquainted with the kind of system in which the
school is practicing. (P9)

We were not oriented on to what should be done. But

in the long run, I was able to embrace and adapt as
to how it is to be and to bear always that no matter
what happens and whatever demands life could ask
me, I should not take it so seriously and take the
teachers (co-teachers) in the school where I am to be,
my inspirations because they show ‘chill ‘responses
despite the heavy demands and reports. (P11)

So as a senior high school teacher a great journey for

me but I am able to embrace it and love its profession.
And took the challenge of being a SHS teacher. (P12)

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I had difficulty adjusting to senior high school

student. Of course, they are more mature than my
Grade seven students. They are more responsible and
serious in their studies. I don’t have problems with
regard to attendance and tardiness. They pass their
outputs on time. They are very attentive and focused.
(P3)

It takes a lot of time and effort to become adjusted to something

new. The unique experiences and strategies propel the SHS teacher
to act on the reality and responsibility attached to the four-year-old
SHS program in the country. While they have been immersed with
the public school system, they might be continually benefitting from
regular curricular conversations, academic fora, and periodic seminars
and trainings. Lastly, sharing of best practices may be done through
benchmarking activities.

Theme 3: Attitude and Aspirations

Other than experts in terms of content, teachers also strive to

become role models of positive attitudes who consider challenges
as opportunities, not harbingers of doom and despair. The last theme
that emerged from the respondents’ utterances is Attitudes and
Aspirations. This pertains to the teachers’ attitudes and hopes towards
the curricular change and their overall feelings about the experience.

Attitude refers to their feelings about the experiences they have as

SHS teachers. This reflects both negative and positive feelings. On
the other hand, Aspiration is what these teachers hope to happen or
achieve in the future as SHS teachers.

Research establish that a positive attitude promotes a positive outlook

in life (Cherry, 2019 & Woods, 2019). It helps one overcome the
daily hurdles of life. It makes one bravely venture out new things
with optimism and turns challenges into opportunities. Teachers who
have this attitude project a good level of emotional intelligence which
contribute to efficiency, efficacy, and satisfaction towards work.
Moreover, Nagase et al. (2020) also pointed out that teachers who
project an overall positive attitude make a positive impact as well
on their students in terms of greater academic gains (in reference to
their peers). Thus, it is important for a teacher to possess a high level
of emotional intelligence, to remain positive and strong-willed, and

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to be motivated as these greatly affect their students in many ways

which can shape their learning experience. Moreover, teachers’
positive regard for the different curricular changes helped them look
for workable solutions to certain problems. These characteristics were
shown by the 15 teachers in this study. They say, ‌

At the end of every single day as a senior high school

teacher, I tend to realize that I am happy as to where
I am situated and that I am thankful for all the
experiences I gained in the full implementation of the
senior high school curriculum. Despite the challenges
and the difficulties encountered, I was able to surpass
them because I have a positive mindset of what this
curriculum has to offer to all the students. (P1)

All in all, it was not a bad ride, but a fantastic one

with a lot of twists and turns but as I reach my goals,
I can say that everything has a purpose, and all
experiences I have, will contribute for me to be the
best SHS teacher a student can have. (P2)

SHS teaching is a long winding road of triumphs

and trials. I encountered adversities and affiliations.
However, it’s satisfying and gratifying! It keeps me
abreast of the challenges of the 21st century. It helps
me to become an effective and efficient teacher. (P5)

Since it challenged me more, it motivated me the most

to be the best for my students. (P6)

I feel that we are not yet one hundred percent ready

for the senior high in its first year. But, we have to
think positively that it would yield good results. The
K to 12 program is beneficial to our students who
need to be globally competitive at present. I was and
am always lucky to be one of the SHS teachers. (P7)

The first year of implementation was a combination

of ups and downs, and with the help of my students, I
deal with it more positively. (P8)

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These challenges (in SHS implementation) became a

stepping stone for me to become even better. Every
day, I see to it that my students see that the new day is
an opportunity for them to become wiser and become
the best that they can be. (P15)

These SHS teachers may have encountered a considerable amount

of pain, exhaustion, and stress at the onset of the implementation
of the new curriculum, but they have not given up. Rather, these
circumstances prompted them walk an extra mile with their students.
They made them realize once again what it is to be a “teacher” and
enhanced their motivation and reminded them of the importance of
their work once again. Change, big or small, always causes rift and
confusion. However, it is also an opportunity to improve.

Nonetheless, with still the so many things the SHS teachers must
overcome, they have not let go of their aspiration that everything
will be in place. They believe that as their administrators and other
stakeholders listen to what they have been through, they will act on
tangible solutions to address these challenges. After all, it is not for
them, but their students. The SHS curriculum should be responsive
and adaptive to students’ overall needs. Datnow (2020) stated that
“teachers are central to educational change and play an important role
in the implementation of any educational reforms”. The success of
any educational reform relies heavily on the direct implementers of
these changes.

The SHS teachers aspired that they will be continually assisted, and
problems will be specifically addressed in time. They are also proud
to be part of this historic shift in the country’s educational system
and they believe that all they are doing and the challenges they have
encountered will be worthwhile. They say,

The main of the senior high school program is to

provide better opportunities for all Filipino learners,
we all aspire that this will be achieved. (P1)

These challenges cannot stop me from continuing my

passion to teach. I will not surrender. I know that we
are in the transition period. Hopefully, all will be in
its proper places. (P3)

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I will always see to it that I could impart something to

my students so I could contribute something to their
future. (P4)

If others never asked and prayed, but mine is the

opposite. I want to make a difference. I want to help
in building a better Senior High School teaching
force eventually. (P6)

The K to 12 program is beneficial to our students who

need to be globally competitive at present. Amidst the
many controversies, the K to 12 program has to be
pushed through. Being a teacher with a passion to
teach, I am and will always be taking this challenging
task of forming senior high school learners. (P7)

Teaching is just part of life that sums up everything

all we need to do is to continue life not just thinking
of ourselves but for others. For great teachers are
not those who know everything but those who give
everything. (P8)

I know that there is a purpose why fate has brought

me here and it is “This is my Mission.” (P10)

But despite these heavy burdens and wearies, I know

it will be worth it. I must know or at least be reminded
that not only in teaching that hardships especially in
the beginnings exist. It doesn’t only end and start
there. I should be more patient, open-minded, and
positive that these things shall pass. (P11)

Being a teacher is a new venture for me, it develops

my ability and enriched my knowledge through the
different support provided. It is a great journey for
me and hopefully, everyone will support us. (P12)

To become a teacher, you must be willing to share

yourself to achieve success. Especially today that
many challenges and difficulties arise since we are
still in the process of development. (P14)

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My experiences made me the person that I am

today and thus I claim and will always believe that
experienced is the best teacher. Waking up every day
knowing what my purpose in life brings challenge
and at the same time opportunity. (P15)

With continuous support and consolidated efforts from all stakeholders,

teachers believe that the implementation of the K to 12 program will
yield good results. This great optimism among teachers leads them to
concretize these beliefs and put them into action. Thus, teachers have
augmented deficiencies in instructional materials, pedagogy, content,
and the like. These are evident in their shared experiences (Theme 2).
Furthermore, “educators play a significant role in any decision making
and policy reform as they are the navigators and direct implementers
of these curricular changes. They need to be at the forefront of these
innovations with their commitment to ensuring an all-out effort for
quality education” (Alda et al., 2020).

The teachers’ responses, regardless of the nature of how teaching in

SHS came to be, showed their commitment to the teaching profession.
They are hopeful that this change will provide their students with
better opportunities and uplift the country’s educational system.

CONCLUSION

The induction period, i.e., the first three years in Senior High School
teaching helps pre-service and in-service teachers of academic
institution with an understanding of the influence of teaching
preparation and support to withstand the challenges brought about by
the curricular change. The lived experiences of Senior High School
teachers provided an avenue for them to share their stories then and
now, paving the way for institutions to explore ways to assist the
teachers better.

Despite the failed expectations, these teachers made the most of

their teaching experiences, extending and augmenting the different
deficiencies of the program. They acknowledged the importance of
this significant leap in education and maintained a positive attitude
in the entire process. They aspire that continuous support will be
afforded to them from different stakeholders in education. They are
one with the government’s goal of improving the quality of life among
Filipinos through inclusive and equitable quality education.

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Furthermore, this study also provided a clearer view of the different

needs of SHS teachers coming from a Junior High school (JHS),
teachers from higher education institutions (HEI), and those coming
from industry. Though given the same teaching assignments, their
background and experiences in the previous workplace form part of
how they regard their current work; and understanding the transition
is valuable. Given the context of teaching, education stakeholders’
realization of their respective roles is of paramount importance.
Teachers need to develop a sense of initiative and self-directedness
to fulfill their roles as frontliners in curriculum implementation.
Administrators of academic institutions may revisit policies of
SHS implementation and continuously support teachers’ continuing
professional development by charting relevant trainings, conducting
regular onsite monitoring, and providing resources for teachers’ up-
skilling and re-skilling.

The study focused only on the experiences of the SHS teachers during
their first three years of teaching and did not cover the quality of their
teaching performance in key result areas in teaching. Another study
may be done to determine teachers’ growth in terms of career stages
embodied in the professional standards for teachers.

ACKNOWLEDGMENT

This is a university-funded research. The authors thankfully

acknowledge Center for Research and Development (CRD), Cebu
Normal University for providing research trainings, external experts,
and financial support, all of which greatly helped in the completion
of this project.

REFERENCES

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The-Implementation-o-the-K-12-Program-in-the-Philippine-
Basic-Education-Curriculum.
Abdullah, S. (2020). Comparative assessment on the full
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