Author
Aiza L. Gorgonia*
Cebu Technological University-Danao Campus, Danao City, Cebu, Philippines
Abstract
The successful implementation of the Revised K–12 Curriculum hinges on addressing teachers’ concerns, prompting this study to develop a support framework. This study assessed the stages of concern among public school teachers regarding the implementation of the Revised K–12 Curriculum in the Division of Cebu Province for School Year 2025–2026. Using a parallel mixed-methods design, the research employed the Stages of Concern Questionnaire (SoCQ) and collected qualitative reflections from 303 teachers. Findings revealed very high levels of concern across all seven stages: Awareness, Informational, Personal, Management, Consequence, Collaboration, and Refocusing. Results show that the most pronounced concerns are in the Personal, Consequence, and Collaboration stages. Demographic factors such as age, position title, and years of experience showed no significant relationship with teachers’ concerns. However, higher educational attainment exhibited a weak positive correlation with informational and collaborative engagement. Thematic analysis of qualitative data identified systemic challenges, including inadequate learning resources, time constraints due to a congested curriculum, and insufficient preparatory training and support. These insights underscore the need for structured, responsive interventions to address teachers’ multifaceted concerns. Consequently, this study proposes a Concern-based Teacher Support framework. The framework aims to enhance teacher readiness, provide targeted professional development, streamline resource allocation, foster collaborative practices, and establish sustainable support mechanisms to facilitate the effective and sustained implementation of the Revised K–12 Curriculum in the division.
Keywords: Development education, Revised K-12 Program Implementation, teachers’ concern, parallel mixed-methods design, concern-based teacher support framework.
*Corresponding author / Email: aiza.gorgonia @deped.gov.ph
Recommended citation:
Gorgonia, A. L. (2026). Implementation of revised K-12 curriculum: A concern-based teacher support framework. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 575-601.
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