Comprehending the Implementation of the Revised K-10 Curriculum: Instructional Supervision Responsive Enablement Plan
DOI:
https://doi.org/10.65339/ijsis.V1.I2.129Keywords:
Curriculum Implementation, Instructional Supervision, MATATAG Curriculum, Multigrade Education, Revised K-10 Curriculum, Sierra Bullones District, Supervision Responsive Enablement Plan, Teacher Professional DevelopmentAbstract
This study examined teachers’ implementation of the Revised K-10 Curriculum and instructional supervision practices in selected public elementary schools in Sierra Bullones District, Bohol, and determined the relationship between these variables as a basis for developing a Supervision Responsive Enablement Plan. Anchored in perspectives on instructional, transformational, and distributed leadership, supervision, professional learning, and educational change, the study employed a descriptive-quantitative correlational research design. A structured survey questionnaire was administered to 64 respondents comprising four school heads or master teachers and 60 teachers from four selected schools. Findings showed that teachers’ implementation of the Revised K-10 Curriculum was Very Highly Implemented, with an overall weighted mean of 4.60, while instructional supervision practices were also Very Highly Implemented, with an overall weighted mean of 4.50. A statistically significant positive relationship was found between curriculum implementation and instructional supervision (r = 0.68, p = 0.0023), indicating that higher supervision ratings were associated with higher curriculum implementation ratings. Major concerns included limited supervisory time, insufficient classroom observation and monitoring, irregular pre- and post-observation conferences, and gaps in coaching, mentoring, technical assistance, feedback, and follow-through. Differentiated instruction for multigrade learners also remained an area for continued strengthening. The study concluded that continuous, collaborative, developmental, and needs-responsive instructional supervision is important in supporting curriculum implementation. It recommended protected supervisory schedules and implementation of the proposed Supervision Responsive Enablement Plan. The study primarily supports SDG 4: Quality Education and has a secondary connection to SDG 16: Peace, Justice and Strong Institutions through strengthened educational governance and supervisory processes. Its sustainability contribution lies in strengthening teacher capacity, professional learning, instructional leadership, and institutional mechanisms that support sustained curriculum implementation and continuous school improvement.
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