📄 Abstract
The implementation of the Pag-aaral ng Kasaysayan at Lipunang Pilipino (PKLP) curriculum under the pilot phase of the Strengthened Senior High School Curriculum is a noteworthy educational reform in the Philippines. Although it promises to contribute to historical consciousness, civic literacy, and critical thinking, there has been insufficient research about the experience of teachers in its initial implementation. The present study examined the lived experiences of teachers implementing and evaluating the PKLP curriculum by employing a qualitative phenomenology approach based on the Context-Input-Process-Product (CIPP) Evaluation Model of Stufflebeam. Purposive sampling technique was used in identifying three Senior High School teachers who were directly engaged in the implementation of the PKLP curriculum pilot in certain schools in Davao City and its neighboring municipalities. Data were collected through semi-structured interviews, and were analyzed using Reflexive Thematic Analysis of Braun and Clarke. Results indicated four major themes related to the CIPP evaluation model: (1) contextualizing historical significance and deconstructing contemporary digital disinformation, (2) coping with acute structural and material shortages and inadequate preparation for instruction, (3) adapting teaching strategies amid pedagogical tensions and pilot implementation pressures, and (4) displaying critical historical consciousness despite deficient active civic engagement. The teachers viewed the curriculum as relevant and transformative in terms of nurturing their students’ historical knowledge and skills in information literacy. However, inadequate teacher preparation, lack of instructional materials, and pressure to implement the curriculum were some of the factors which greatly affected the teaching and learning of the curriculum. In spite of the above limitations, the participants demonstrated resilience by engaging in self-regulated learning, localized innovative teaching methods, and adopting learner-centered approaches. The research suggests that while the PKLP curriculum possesses great educational value, its success is contingent upon increased institutional support, teacher preparation, and provision of adequate materials.
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📚 How to Cite:
Rico Aya-ay, Marvin S. Celestial , LIVED EXPERIENCES OF TEACHERS IN IMPLEMENTING AND EVALUATING THE PAG-AARAL NG KASAYSAYAN AT LIPUNANG PILIPINO CURRICULUM: A PHENOMENOLOGICAL INQUIRY , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 336 - 345 , DOI: https://doi.org/10.36713/epra30481