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The Perceived Effectiveness of Learning and Development Activities for Teachers in the Implementation of the Revised K to 12 Curriculum


Authors : Cesar D. Lopera Jr.; Manuel V. Estera

Volume/Issue : Volume 11 - 2026, Issue 9 - September

Google Scholar : https://tinyurl.com/4u8nshar

DOI : https://doi.org/10.38124/ijisrt/26sep1294

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Abstract : This study examined the learning and development activities provided to teachers in implementing the Revised K to 12 Curriculum, focusing on their effectiveness, challenges, and proposed enhancements. Findings revealed that training and workshops, along with self-guided learning, both with a frequency of 19 and ranked 1.5, followed by instructional materials development appropriate to the curriculum with a frequency of 15 and ranked 3. Attendance to the Learning Action Cells (LACs) came next with a frequency of 12 and ranked 4, while online trainings/webinars and technical assistance provided by the school head both had a frequency of 9 and ranked 5.5. Training and workshop on the curriculum as a learning and development activity had a mean value of 3.66 and interpreted as effective, while self-guided learning obtained a mean value of 3.46 and was considered moderately effective. The instructional materials development registered a mean of 3.63 and the conduct of Learning Action Cells had 3.64, both indicating effectiveness in supporting curriculum implementation. These activities influenced teachers by strengthening instructional qualities, curriculum mastery, creativity, and collaborative understanding, thereby ensuring alignment with revised standards. This study also identified challenges that hindered teachers’ participation in learning and development, such as limited time, insufficient instructional materials, lack of funds, restricted internet access, and minimal discussions during Learning Action Cells. Addressing these barriers is crucial to maximizing the impact of professional development initiatives. To overcome these challenges, proposed enhancements included continuous and contextualized training programs, strengthened self-guided learning opportunities, innovative instructional materials development, and improved collaboration through Learning Action Cells. These initiatives aim to equip teachers with deeper curriculum mastery, foster creativity, and enhance instructional practices. The study is significant as it provides evidence-based insights into the strengths and limitations of current learning and development activities, while offering practical recommendations to improve teacher capacity and ensure the effective implementation of the Revised K to 12 Curriculum.

Keywords : Learning and Development, Teacher Training, Curriculum Implementation, Instructional Materials, Collaboration, K to 12 Curriculum.

References :

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This study examined the learning and development activities provided to teachers in implementing the Revised K to 12 Curriculum, focusing on their effectiveness, challenges, and proposed enhancements. Findings revealed that training and workshops, along with self-guided learning, both with a frequency of 19 and ranked 1.5, followed by instructional materials development appropriate to the curriculum with a frequency of 15 and ranked 3. Attendance to the Learning Action Cells (LACs) came next with a frequency of 12 and ranked 4, while online trainings/webinars and technical assistance provided by the school head both had a frequency of 9 and ranked 5.5. Training and workshop on the curriculum as a learning and development activity had a mean value of 3.66 and interpreted as effective, while self-guided learning obtained a mean value of 3.46 and was considered moderately effective. The instructional materials development registered a mean of 3.63 and the conduct of Learning Action Cells had 3.64, both indicating effectiveness in supporting curriculum implementation. These activities influenced teachers by strengthening instructional qualities, curriculum mastery, creativity, and collaborative understanding, thereby ensuring alignment with revised standards. This study also identified challenges that hindered teachers’ participation in learning and development, such as limited time, insufficient instructional materials, lack of funds, restricted internet access, and minimal discussions during Learning Action Cells. Addressing these barriers is crucial to maximizing the impact of professional development initiatives. To overcome these challenges, proposed enhancements included continuous and contextualized training programs, strengthened self-guided learning opportunities, innovative instructional materials development, and improved collaboration through Learning Action Cells. These initiatives aim to equip teachers with deeper curriculum mastery, foster creativity, and enhance instructional practices. The study is significant as it provides evidence-based insights into the strengths and limitations of current learning and development activities, while offering practical recommendations to improve teacher capacity and ensure the effective implementation of the Revised K to 12 Curriculum.

Keywords : Learning and Development, Teacher Training, Curriculum Implementation, Instructional Materials, Collaboration, K to 12 Curriculum.

Paper Submission Last Date
31 - October - 2026

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