Philippine K to 12 Implementation: Difficulties and Coping Strategies of Public Elementary School Administrators

Abstract

K to 12 curriculum created novel challenges among educators, parents, students, school administrators, and stakeholders. Thus, this study described the difficulties and coping strategies of elementary school administrators in dealing with the K to 12 program implementation. This study employed the qualitative phenomenological research design, which included twelve (12) school administrators in Davao del Sur in selected public elementary schools. Key Informant Interview was utilized to gather necessary data to bring out the difficulties and coping strategies of elementary school administrators on the K to 12 implementation in the Philippines. Results revealed that participants experienced scarcity of learning materials, lack of training and orientations, low-quality materials, and additional workload. Despite the challenges, school administrators find ways to mitigate their current situation, such as employing innovative strategies, social support systems, and personal coping strategies. The results of this study would bridge to future research about the experiences of other school administrators, teachers, and students who had undergone the K to 12 curriculum.