Curriculum reforms play a vital role in enhancing educational quality, but their success heavily depends on teachers' ability to adapt. In the Philippines, junior high school teachers face persistent challenges in implementing revised curricula, such as limited training, inadequate resources, and unclear policy directives. Guided by Adaptational Theory, this study explored how teachers personally and professionally adjust to these changes. Specifically, it examined their lived experiences related to shifting perceptions, teaching practices, emotional responses, and support systems. Using a qualitative phenomenological approach, the study gathered data through semi-structured, in-depth interviews with six purposively selected junior high school teachers from public secondary schools in Davao City. Thematic analysis was employed to identify key patterns in their experiences. Findings revealed that teachers proactively adapted by engaging in self-directed learning, incorporating technology, and embracing learner-centered strategies. Despite encountering constraints such as scarce materials and a lack of formal training, they displayed flexibility in managing schedules and modifying instruction. Emotional challenges, including stress and uncertainty, were common yet often balanced by peer collaboration and a strong sense of professional duty. The study highlights the resilience and adaptability of teachers in the face of ongoing curriculum reforms. It also emphasizes the urgent need for sustained professional development, more transparent communication from policymakers, and stronger support systems to ensure effective implementation and to safeguard teacher wellbeing.
Pangan et al. (Wed,) studied this question.