📄 Abstract
The ongoing implementation of the MATATAG Curriculum and the Strengthened Senior High School (SHS) program in the Philippines has consolidated legacy subjects into integrated year-long blocks, fundamentally altering the instructional landscape. This mixed-methods study aimed to determine the instructional readiness and explore the resource adaptation strategies of Grade 11 Social Science educators navigating this transition. A survey of 32 teachers from the Division of Eastern Samar revealed moderate to high self-perceived readiness in pedagogical approaches and content knowledge, but lower confidence in assessment strategies. Thematic analysis of semi-structured interviews with 15 educators demonstrated that teachers actively integrated and resequenced content while extensively contextualizing examples using local histories and community practices. Despite these adaptive efforts, implementation was constrained by a scarcity of official instructional materials, lengthy vetting processes for localized modules, significant workload pressures, and uneven access to professional development. The findings underscore the critical need for targeted capacity-building focused on assessment literacy and the development of localized resource guides to support teachers as active curriculum users.
🏷️ Keywords
📚 How to Cite:
Jackielyn G. Magno, Edsam C. Gura, Estelita A. Madriaga , NAVIGATING RECALIBRATED FRAMEWORKS: INSTRUCTIONAL READINESS AND RESOURCE ADAPTATION AMONG GRADE 11 SOCIAL SCIENCE EDUCATORS , Volume 12 , Issue 10, October 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 100 - 109 , DOI: https://doi.org/10.36713/epra29143