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This phenomenological study aims to explore and understand the lived experiences of school principals in integrating core values into the curriculum. This also elaborates on how these experiences enhance their administrative role as they cope with the challenges, they encounter in integrating core values into the educational practices of their respective schools. Seven (7) school principals took part in this study which were selected through a purposive sampling technique and underwent in-depth interview. The data gathered were analyzed through thematic analysis. The study was conducted in all private schools of the Diocese of Tagum Educational System (DOTES) – Davao del Norte. Results revealed school principals experienced problems in integrating core values, but appreciate the affirmations they get about the impact of core values integration. Thus, they focus on core values to live by. Furthermore, they cope with the challenges encountered by conducting orientation and collaborating with stakeholders. They also acknowledge the impact of having proper communication engagement, conducting evaluation and monitoring, and becoming role models of the core values they wish students will learn and acquire. For their insights, school principals, recognize core values essential in identity formation, and core values can only be reinforced through collaboration, ensuring proper integration in the curriculum, and by cultivating a positive attitude despite the challenges encountered. The findings of this study suggest that school principals, including teachers, should receive relevant professional developmental activities to arm them with the necessary knowledge and equip them with skills in effectively integrating core values into the curriculum.
ARCENAL et al. (Mon,) studied this question.