Author

Leomar B. Balbin
Assistant School Principal II
Unibersidad De Zamboanga
Zamboanga Del Sur, Philippines

Abstract

This qualitative-descriptive study examines Senior High School (SHS) curriculum development by analyzing the processes and documentary requirements needed to legally operate SHS programs in the Philippines. Using document analysis, the study systematically reviews official DepEd policies, memoranda, and guidelines, and compares these policy prescriptions with the records and institutional accounts of seven (7) participating SHS providers—four (4) public and three (3) private schools—in the Division of Zamboanga Sibugay. Findings indicate that the policy basis for SHS operations is multi-layered and dispersed across multiple issuances, creating challenges in tracking updated references and consolidating compliance evidence. While schools generally recognize the flow of approval, implementation, and monitoring, compliance becomes difficult when checklists, templates, and documentation systems are unclear or inconsistently applied, resulting in fragmented evidence across personnel and offices. Operational requirements extend beyond curriculum alignment to include faculty specialization and sufficiency, facilities and learning resources, and partnerships (especially for work immersion), with staffing and facilities gaps emerging as the most immediate constraints. The study culminates in a synthesized model emphasizing streamlined process flow, compliance checklists, and documentation practices to strengthen policy fidelity and institutional readiness.

Keywords: Senior High School (SHS), curriculum development, document analysis, policy compliance, permit to operate

DOI: http://doi.org/10.69651/PIJHSS0404660

Recommended citation: Balbin, L. B. (2025). Senior High School curriculum development: A document analysis of the processes and requirements to operate. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7226-7236. http://doi.org/10.69651/PIJHSS0404660

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