📄 Abstract
This study determined the perceptions of teachers at Dolores Central Elementary School regarding the implementation of the new Department of Education (DepEd) curriculum during the School Year 2025–2026. Specifically, it described the respondents’ demographic profile, assessed their perceptions of the curriculum in terms of curriculum content, teaching strategies, assessment methods, and learning resources, identified the challenges encountered during implementation, and examined the relationship between demographic characteristics and curriculum perceptions. A descriptive-correlational research design was employed using a researcher-made questionnaire administered to 56 teachers through total enumeration sampling. Frequency count, percentage, weighted mean, standard deviation, and the Chi-Square Test of Independence were used to analyze the data. The findings revealed that teachers generally had positive perceptions of the new curriculum, particularly regarding its content, teaching strategies, and assessment methods. However, inadequate learning resources, insufficient training, increased workload, and time constraints were identified as major implementation challenges. No significant relationship was found between teachers’ demographic profile and their perceptions. The study recommends continuous professional development, adequate instructional resources, and strengthened institutional support to ensure the effective implementation of the new DepEd curriculum.
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📚 How to Cite:
Marvin G. Hobayan, Meriam M. Hobayan , PERCEPTION OF DOLORES CENTRAL ELEMENTARY SCHOOL TEACHERS OF THE NEW DEPARTMENT OF EDUCATION CURRICULUM , Volume 12 , Issue 8, August 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 449 - 458 ,