Implementing the K to 12 Program in the Philippines has been a contentious issue due to the need for more understanding and information regarding its structure and governance (Britt, 2013). This confusion has led to a problematic situation in which the curriculum’s viability is questioned, and teachers’ teaching competencies are affected, ultimately affecting the effective instruction of teachers. According to Tamar and Atinc (2017), the Enhanced Basic Education Act of 2013 reformed the entire education system of the Philippines, and the success or failure of this educational reform depends on teachers’ performance and impact. However, the sudden implementation of K to 12 left teachers in confusion about their roles in the new educational system, the appropriateness of the new curriculum and the actual classroom status, and the contrast in the internal communication of various education stakeholders (Magallanes, Chung, & Lee, 2022).

It is also evident that the lack of support for teacher development, weak content and pedagogical knowledge, and inadequate standards and accreditation for teachers have been found to hinder effective teaching instruction (Akyeampong & De Chaisemartin, 2019). This case is heightened by the fact that not all teachers have a good performance of their duties (Sudirman, 2017), and some lack seminars, training, and readings related to the area of their specialization and the K to 12 curricula (Combalicer, 2016). The COVID- 19 pandemic has also worsened the crisis as teachers struggle to motivate their students and face challenges such as the intensification of social inequalities that shape their students’ lives and a loss of their fundamental sense of their own efficacy and professional identity (Reich et al., 2020). Considering these issues, the Philippine education system must address the problematic situation regarding the curriculum viability of K to 12 and the teaching competencies that affect effective instruction.

The Philippine education system is plagued with issues in both the curriculum viability of K-12 and the teaching competencies of educators. According to Masbaño (2015), a study from West Visayas State University revealed that teachers lack sufficient knowledge of teaching strategies and methods, resulting in students being unable to perform the necessary skills and competencies required for specific subjects. Magallanes et al. (2022) also discovered that with the implementation of the K-12 curriculum, many teachers in the Philippines struggle to deliver the scope of class learning materials and possess poor teaching strategies and skills. Furthermore, Dizon, Calbi, Cuyos, and Miranda (2019) emphasized a lack of preparation for teaching development in the Philippines, making it necessary for teachers to be well-equipped with top-notch teaching strategies that maximize teacher-student participation. These issues have long been apparent, yet, as Juntereal (2019) pointed out, the Department of Education has been slow in reviewing the implementation process of the K-12 curriculum, further worsening the problem. Even Gumarang and Gumarang (2021) study showed that poor quality of instruction is a significant problem in the Philippine education system. These findings highlight the need for immediate and effective action to address the Philippines’ curriculum and teaching competency issues.

Considering that education is the main element that determines the nation’s progress. Still, it shows that the quality of education in the Philippines is still below standard (Maisyaroh et al., 2021). Hence, there is a need to explore how viable the K to 12 curricula is, for there is a need to enhance the quality of primary education in the Philippines, and it is seen as urgent and critical (Mohammad, 2016). Additionally, research is needed to investigate the contemporary teaching competence of teachers since teaching competence must be researched further, considering that there is an ongoing issue of quality teachers indicated by competence which truly matters (Ambag, 2014, as cited by Garcines, 2018). Moreover, there is still a need for more research on effective teaching practices in the Philippines, particularly in the context of K-12 implementation (Magallanes et al., 2022). Despite the importance of curriculum viability and teaching competence in effective instruction, there still needs to be a research gap in understanding the relationship between these variables in the Philippine context, particularly in the Davao region. This research aimed to contribute to developing evidence-based policies and strategies that can enhance the quality of education in the Philippines and, ultimately, help pave the path for a more promising future for Filipino students and uplift teaching standards
to champion education.