Southern de Oro Philippines College

Cagayan de Oro City

Educational Planning and Management 208
Sat. 2:30PM-5:30PM

UNEARTHING THE COMPLEX CHALLENGES FACED BY TEACHERS IN

IMPLEMENTING EDUCATION REFORMS

Submitted by:

MELISSA B. TAYCO
MAED-1

Submitted to:

Dr. Arlene R. Alcopra

Instructor

I. Introduction of the Research

 Education reform encompasses a wide range of initiatives, including changes to

curricula, teaching methods, technology integration, and assessment methods. These

reforms aim to address important issues, including improving student learning

outcomes, reducing achievement gaps, and preparing students for a rapidly changing

world (Khan et al., 2019). Although the goals of these reforms are praiseworthy,

implementing them in the classroom is challenging due to various complexities.

Teachers face numerous challenges across various dimensions. One of the primary

challenges is the need for teachers to adjust to new pedagogical paradigms and

teaching methodologies (Alam, 2022). Educational reforms often introduce new

instructional strategies, requiring a transition from traditional, teacher-centered

approaches to student-centered and inquiry-based methods. The transition can be

challenging for teachers as they are required to acquire new skills and revise

established teaching practices (Imants & Van der Wal, 2020). Additionally, the effective

implementation of education reforms relies on the alignment of curricula and

assessment practices. Teachers must align their instructional materials and methods

with the revised learning objectives and assessment criteria. Creating new educational

resources and understanding curriculum modifications are essential for crafting

authentic assessments that measure desired learning outcomes (Cherng & Davis,

2019).

Furthermore, teachers face difficulties related to the availability of resources and

infrastructure. Numerous educational reforms emphasize the incorporation of

technology in classrooms, prioritizing the availability of dependable and current

technological tools and resources. Insufficient infrastructure and limited technology

access can hinder the successful implementation of technology-driven reforms

(Rasmitadila et al., 2020). The challenge is further complicated by the diversification of

student needs. Inclusive education reforms aim to provide high-quality education to

students with diverse abilities and backgrounds. Teachers must modify their teaching

methods and materials to meet the specific needs of individual students, including those

with disabilities or from marginalized communities. Specialized training and support

required for this transformative process may not always be easily accessible (Duraku &

Hoxha 2020).

Teachers often face resistance or skepticism from various stakeholders, such as

parents, school administrators, and policymakers. The implementation of reforms often

disrupts established routines and creates concerns about potential negative

consequences or the adequacy of the proposed changes. Teachers face significant

challenges in navigating and fostering consensus among divergent perspectives on

reform objectives (Burbules et al., 2020). Additionally, the substantial workload involved

in implementing reforms can result in teacher burnout and stress. Educators face

considerable pressure due to the demands of adapting to new teaching methodologies,

aligning with revised curriculum guidelines, and accommodating the diverse needs of

students. Insufficient support structures and resources can hinder the effectiveness of

reform efforts (Kharatova & Ismailov, 2022).In order to adapt to changing educational

paradigms, teachers are required to participate in ongoing training sessions and

workshops to enhance their skills and remain informed about current teaching

methodologies (Huang et al., 2020). Sustained support and resources for professional

development are necessary, requiring commitment from teachers, educational

institutions, and policymakers.Teachers frequently face the challenge of adapting their

teaching materials to match recently established learning objectives and assessment

criteria (Khatoony & Nezhadmehr, 2020). This process requires a deep comprehension

of the revised parameters, as well as the ability to creatively and adaptably design

assessments that effectively measure desired outcomes and foster a deeper

understanding of the subject matter.

Technology integration in education presents both opportunities and challenges,

alongside the pedagogical and curricular shifts. Recent research has emphasized the

capacity of technology to improve educational outcomes (Zhao & Watterston, 2021).

Technology adoption raises concerns about access, equity, and the importance of

digital literacy (Bai et al., 2021). Educators face the challenge of addressing disparities

in student access to technology, bridging the digital divide, and promoting equitable

opportunities for all students to utilize technological advancements.Resistance and

skepticism faced by teachers during the implementation of reforms are influenced by the

intricate nature of educational change. Research conducted during this period indicates

that stakeholders may oppose reforms due to concerns about potential negative

consequences, a lack of trust in the proposed changes, or a fear of the unknown

(Kaden, 2020). To effectively address these concerns, it is necessary to engage in

effective communication, engage stakeholders, and establish a shared vision for the

goals and benefits of the reform. Saudi Arabia, similar to other nations, is undertaking

extensive education reforms with the objective of modernizing its education system.

Teachers in Saudi Arabia encounter significant and diverse challenges when

implementing these reforms. The reforms have emphasized the adoption of new
pedagogical approaches and teaching methodologies. According to Cheng (2020),

teachers are required to transition from traditional, teacher-centered methods to

student-centered and inquiry-based approaches. Teachers must acquire new skills,

adapt teaching practices, and align methods with the objectives of the reform in order to

undergo this pedagogical transformation.

Additionally, the curriculum has been modified to meet the changing demands of

Saudi Arabian society. Teachers must adapt to these changes, modify their instructional

materials, and ensure that their teaching is in line with the updated curriculum

guidelines (Coman et al., 2020). This process requires a comprehensive

comprehension of the updated curriculum, adeptness in integrating it into instructional

methods, and the development of assessments that precisely align with the learning

objectives of the reform. The incorporation of technology in Saudi Arabian classrooms

has been a crucial element of educational reforms (Almazova et al., 2020). Educators

encounter obstacles when it comes to integrating technology, such as the need to

guarantee equal access to technology for all students and to ensure their competence

in utilizing it for educational objectives. This requires both technical expertise and a

dedication to promoting digital literacy among students.

The diversification of the student population poses an additional challenge in Saudi

Arabia. Inclusive education reforms prioritize addressing the diverse needs of students,

including individuals with disabilities and varying learning styles (Handelzalts, 2019).

Teachers are responsible for delivering individualized instruction and assistance to meet

the specific needs of each student, fostering inclusivity in the classroom. Resistance to

reforms in Saudi Arabia is frequently encountered from different stakeholders, such as

parents, administrators, and policymakers (Ellis et al., 2020). The implementation of

reforms may disrupt established practices and give rise to concerns regarding the

potential consequences and adequacy of the changes. Teachers face a significant

challenge in addressing these concerns and promoting a shared vision for the goals of

educational reform. The implementation of reforms in Saudi Arabia can result in

increased stress and burnout among teachers (Batubara, 2021). Educators face

considerable pressures due to the need to adapt to new teaching methods, align with

revised curricula, and cater to diverse student needs.

Education reforms have been significant in the United Kingdom. UK teachers

encounter various complex challenges when implementing these reforms. A key

challenge pertains to shifts in pedagogical methods (Jeong & So, 2020). Teachers are

required to transition from traditional didactic methods to student-centered and inquiry-

based approaches, necessitating the acquisition of new teaching skills and a change in

instructional practices. Curriculum changes have been a central aspect of education

reforms in the UK (Bansak & Starr, 2021). Teachers are required to address revised

curriculum guidelines, modify instructional materials, and ensure that their teaching is in

line with the newly defined learning objectives. Proficiency in the new curriculum and

the capacity to develop assessments that effectively evaluate the intended learning

outcomes are essential for this procedure (Darby & Lang, 2019).

Teachers in the UK face challenges with technology integration (Higgins, Xiao, &

Katsipataki, 2012). The reforms highlight the significance of technology in improving

learning experiences. Teachers must address issues of access, equity, and digital

literacy to ensure equal opportunities for all students to benefit from technological
advancements. The diversification of student needs is an important factor to consider

(Stone & Springer, 2020). Inclusive education reforms prioritize the provision of

appropriate support and resources to students with disabilities or from disadvantaged

backgrounds. Teachers are responsible for offering personalized assistance and

promoting an inclusive classroom setting. Stakeholder resistance, encompassing

parental, school leadership, and policymaker concerns, can pose supplementary

obstacles (Simamora, 2020).

The Philippines has implemented education reforms to tackle challenges in its

educational system. The challenges encountered by teachers during the implementation

of these reforms are substantial and complex. A key challenge is the implementation of

innovative pedagogical approaches and teaching methodologies (Du Plessis & Mestry,

2019). These reforms prioritize a transition from conventional, teacher-focused

techniques to student-centered and inquiry-based methodologies. Teachers must

acquire new skills and adapt their teaching practices to align with the objectives of

educational reforms. The process of transitioning can pose significant challenges,

necessitating substantial professional development and continuous support. Curriculum

changes have played a significant role in education reforms in the Philippines

(Onishchuk et al., 2020).

Teachers must adapt to these changes by modifying their instructional materials and

ensuring that their teaching is in line with the updated curriculum guidelines. This

process requires a comprehensive comprehension of the updated curriculum,

adeptness in integrating it into instructional methods, and the development of

assessments that precisely align with the learning objectives of the reform. The
incorporation of technology in Philippine education reforms has been significant (Winter

et al., 2021). Teachers encounter challenges in adopting technology, such as the need

to ensure equitable access to technology for all students and their proficiency in utilizing

it for educational purposes. This requires both technical expertise and a dedication to

promoting digital literacy among students.

The diversification of student needs poses an additional challenge in the Philippines.

Stone and Springer (2019) argue that inclusive education reforms prioritize the provision

of appropriate support and resources to meet the diverse needs of students with

disabilities and those from marginalized backgrounds. Teachers are responsible for

delivering personalized instruction and assistance to meet the individual requirements of

students, while also promoting an inclusive classroom atmosphere. Resistance to

reforms in the Philippines is common among various stakeholders, such as parents,

school administrators, and policymakers (Sali et al., 2020). The implementation of

reforms may disrupt established practices and give rise to concerns regarding the

potential consequences and adequacy of the changes. Teachers face a significant

challenge in addressing concerns and fostering a shared vision for the goals of

educational reform.

Although previous research has identified these challenges, there is a lack of

research on practical, evidence-based solutions and interventions. Although many

studies have explored the difficulties faced by teachers, there is a lack of research

offering practical insights and evidence-based recommendations for effectively

addressing these challenges. Research is needed to identify and evaluate strategies,

policies, and professional development programs that can empower teachers to

navigate education reform more effectively. Moreover, it is crucial to thoroughly examine

context-specific interventions and their suitability in various educational environments. It

is important to acknowledge that teachers encounter diverse challenges during the

implementation of education reforms, which can be influenced by factors such as the

socio-economic context, the structure of the education system, and the specific reform

initiatives. Therefore, it is essential for research to focus on developing customized and

situation-specific suggestions to effectively tackle the various difficulties encountered by

teachers in diverse environments.

II. Literature Review

Presented in this section are readings from the related literature, different books,

journals, articles, and internet of different authors relevant to the present research

work. The researcher focuses on the challenges faced by teachers in implementing

education reforms.

Implementation of Education Reforms

Education reforms, also known as educational change or innovation, encompass

various strategies and interventions to improve the quality of education. Reforms in

education can be influenced by factors such as societal needs, technological

advancements, and evolving educational theories. Bongco and David (2020) define

education reforms as intentional and methodical endeavors aimed at enhancing the

education system. Efforts may include modifying curriculum frameworks to match

current needs, implementing teaching methodologies that enhance student

engagement, and revising assessment practices to accurately evaluate learning

outcomes. A notable aspect of recent education reforms is the increasing focus on

personalized learning. Barrot (2019) contends that the current educational approach is

insufficient for the demands of the 21st century. Personalized learning customizes

instruction based on the unique needs, strengths, and interests of individual students,

promoting increased engagement and improved learning outcomes. Artificial

intelligence and data analytics have facilitated personalized learning by enabling

educators to monitor student progress and adjust instructional approaches accordingly.

Alongside personalized learning, the integration of digital technologies into the

classroom has emerged as a significant trend in education reforms.

The COVID-19 pandemic expedited the implementation of online and blended

learning methods, as it caused significant disruptions to traditional educational models

(Talidong, 2020). This shift emphasized the significance of digital literacy and the

necessity for fair access to technology and the internet. Policymakers and educators

have addressed the challenges associated with the digital divide and sought to devise

strategies for ensuring equitable access to high-quality online education for all students.

Moreover, education reforms have sought to tackle concerns pertaining to fairness and

inclusiveness.

Cagasan et al. (2020) have underscored the significance of fostering inclusive

educational systems that afford equitable opportunities for students of diverse

backgrounds. These reforms aim to address inequities in educational access and

enhance academic achievements for historically marginalized populations, including

students with disabilities, English language learners, and individuals from low-income
backgrounds. The implementation of education reforms poses challenges. Resistance

to change is a persistent challenge in the education system. Generalao (2022) noted

that educational change is frequently met with skepticism and resistance from educators

and stakeholders who are content with the current state of affairs. Educators and school

officials may exhibit reluctance in embracing novel approaches due to concerns about

potential disruptions and increased workloads. Overcoming resistance necessitates

effective communication, professional development, and a comprehensive

comprehension of the benefits of the proposed reforms. Funding limitations present a

substantial obstacle to the effective execution of educational reforms. Allocating

resources to support innovative initiatives in education systems can be challenging due

to budget limitations. Policymakers face the challenge of allocating limited funds and

prioritizing competing needs. The economic impact of the COVID-19 pandemic has

worsened this challenge, leading to strained education budgets in various regions

(Rogayan Jr. et al., 2019).

Furthermore, the evaluation and assessment of education reforms' impact are of

utmost importance. Policymakers and educators require reliable data and research

based on evidence to assess the efficacy of reform initiatives. Regular assessment,

including both formative and summative evaluations, is crucial for measuring progress

and implementing necessary modifications (Haw et al., 2021). Researchers and

evaluators have a crucial role in providing insights into the outcomes of reform efforts,

thereby informing decision-making processes. Education reforms frequently encounter

political pressures and shifting priorities. Changes in government leadership can impact

the educational landscape, leading to changes in policy direction. A change in

administration can prompt a reassessment of education reform agendas, potentially

resulting in shifts in funding priorities and the emphasis placed on specific reform

strategies (Abisado et al., 2020). Education reform stakeholders include a diverse range

of individuals and groups, each with their own interests, perspectives, and roles in the

implementation process. The stakeholders in this context encompass policymakers,

school administrators, teachers, students, parents, community organizations, and

researchers. Every group plays a distinct role in influencing the trajectory and

achievement of educational reforms.

Policymakers are accountable for formulating and implementing education

policies that establish the comprehensive framework for reform endeavors. The

decisions made regarding funding, standards, and regulations directly influence the

implementation of reforms (Young & Igcalinos,2019). Policymakers should consider

input from multiple stakeholders and strive to achieve a balance between competing

interests to ensure equitable and effective reforms. School administrators are crucial in

implementing policy. Their responsibilities include resource management, teacher

support, and fostering an environment conducive to reform initiatives. Leadership plays

a crucial role in guiding schools during times of change and promoting a culture of

ongoing improvement (Tarrayo et al., 2023). Teachers’ responsibilities include

implementing new instructional strategies, adapting to curriculum changes, and

assessing students' progress. The involvement and training of teachers are crucial

aspects of effective reform initiatives. According to Jamon et al. (2021), teachers play a

crucial role in the success of education reform. Students are significant stakeholders in

education reforms. The inclusion of individuals' experiences and perspectives is crucial

in the design and implementation of reforms. Involving students in decision-making can

result in student-centered reforms that effectively address their needs and aspirations.

Parents and community organizations play a vital role in advocating for education

reforms. Stakeholders frequently offer valuable feedback and support for initiatives that

are in line with their priorities.

According to Galdo and Serdan (2019), community partnerships can improve

educational resources and support the effectiveness of reform initiatives. Researchers

and evaluators are crucial in offering evidence-based insights on the effects of

education reforms. Their research provides valuable insights to policymakers and

educators regarding effective and ineffective practices. Continuous research is crucial

for enhancing and optimizing reform strategies in the long run. The successful

implementation of education reforms relies on the crucial collaboration of diverse

stakeholders (Fuente, 2019). Policymakers should collaborate with educators to gain

insight into the practical obstacles associated with implementing reforms in educational

settings. Educators also gain advantages from the insights of researchers who offer

guidance grounded in empirical evidence (Briones et al., 2022). Incorporating the

perspectives of all stakeholders in decision-making processes can enhance the

effectiveness and sustainability of reforms. International organizations have influenced

global education reforms in recent years. UNESCO has been a leading advocate for

universal access to quality education. The Education 2030 agenda by UNESCO

supports SDG 4, which seeks to provide inclusive and equitable quality education and

lifelong learning opportunities for all. The global framework has had a significant impact
on education reforms in numerous countries, providing guidance for enhancing access,

equity, and quality in education (Garcia & Revano, 2021).

Online learning platforms, video conferencing tools, and digital resources have

become crucial for remote education delivery. Policymakers and educators rapidly

adjusted to the new circumstances, resulting in an increase in initiatives to enhance

digital literacy among students and teachers (Sanchez et al., 2023). These initiatives

aimed to not only grant access to technology but also to equip educators with the

necessary skills to effectively utilize these tools in educational settings. Moreover, the

COVID-19 pandemic underscored the significance of education systems that are flexible

and adaptable. Numerous education systems were unprepared for the abrupt disruption

caused by school closures. Certain regions have started to investigate new methods,

like competency-based education and micro-credentialing, in order to enhance the

resilience of education in the face of future disruptions (De Villa & Manalo, 2020). These

approaches prioritize the acquisition of specific skills and competencies over traditional

grade levels, enabling students to advance at their individualized speed.

The pandemic has brought renewed attention to inclusivity and equity in

education. School closures had a disproportionate impact on vulnerable and

marginalized populations, such as students with disabilities and those lacking access to

essential technology. Education reforms have prioritized strategies to address these

disparities and guarantee equitable access to high-quality education for all students,

regardless of whether it is delivered in-person or online (Toquero et al., 2021). Teachers

have played a central role in addressing the challenges presented by the pandemic.

Teachers globally exhibited resilience and adaptability by swiftly transitioning to online

and hybrid teaching methods. This experience has sparked discussions regarding the

evolving role of teachers in educational reforms. With the increasing integration of

technology in education, teachers are now viewed as facilitators of learning rather than

mere knowledge transmitters. The shift discussed here has important implications for

teacher training and professional development, which have become central aspects of

education reforms (Bautista Jr, et al., 2021).

The pandemic has prompted a reevaluation of standardized testing and

assessment methods. The closure of schools has prompted inquiries into the credibility

and equity of conventional exams. Tirol et al. (2022) indicate that certain education

systems are investigating alternative assessment methods, including performance-

based assessments and portfolios, to gain a more comprehensive understanding of

students' abilities.

Experiential Challenges encountered by teachers

during the implementation of education reforms
A significant challenge for teachers during education reform is the requirement to

adjust to new curriculum frameworks and pedagogical approaches. According to

Cahapay (2021), teachers may find curriculum changes unsettling if they have become

accustomed to specific teaching materials and methods. The implementation of these

changes may necessitate teachers to create new instructional materials, adapt lesson

plans, and adjust their teaching strategies in order to align with the objectives of the

reform. Adapting to new teaching methods can be a time-consuming and demanding

task, particularly for experienced teachers.

 Education reforms frequently incorporate new assessment practices and

standards alongside curricular changes. Teachers may find it difficult to adapt to these

changes, as they must ensure that their students are well-prepared for assessments

that may differ significantly from previous ones. The transition from traditional

standardized tests to performance-based assessments or competency-based

evaluation methods can pose challenges (Agayon et al., 2022). Teachers must possess

a comprehensive understanding of the new assessment formats and possess the

necessary skills to adequately prepare their students to succeed in these formats. This

task demands significant dedication and expertise (Barrot et al., 2021).

Moreover, teachers may find the pace of implementing education reforms to be

overwhelming. Reforms are often implemented with strict schedules and rigorous time

constraints. This may result in hasty decision-making and inadequate time for teachers

to adapt to the changes. Termes et al.(2020) contend that hasty implementation of

reforms can lead to insufficient professional development, causing teachers to feel

unprepared and anxious about meeting new requirements. The experience of pressure

and urgency can have a detrimental effect on the morale and job satisfaction of

teachers. Teachers encounter resource constraints when implementing education

reforms. Reforms often necessitate the acquisition of new teaching materials,

technologies, or resources, which may not be universally accessible in educational

settings. Schools with limited budgets may face challenges in providing teachers with

the essential resources needed to successfully implement educational reforms.

Insufficient resources can impede the effective implementation of reform efforts, leading

to teacher dissatisfaction and discouragement (Adriano et al., 2021).

 Teachers may face challenges in promoting inclusivity and meeting the diverse

needs of students during reform implementation. In the pursuit of greater equity in

education, teachers are required to accommodate diverse student abilities and

backgrounds. Inclusive education reforms necessitate teachers to differentiate

instruction, offer supplementary assistance to students with disabilities or English

language learners, and establish inclusive classroom environments (Toquero et al.,

2021). Teachers face emotional and professional challenges when meeting the diverse

needs of their students, requiring them to continuously adjust their teaching methods to

ensure equitable learning opportunities for all.

Additionally, the implementation of education reforms may result in heightened

workloads and administrative burdens for teachers. Teachers may experience

increased time spent on administrative tasks and documentation due to the

implementation of new curriculum requirements, assessment methods, and reporting

mechanisms, which may consequently limit the time available for teaching (Bautista Jr,

et al., 2021). The administrative burden associated with education reforms can result in

burnout and impede their overall effectiveness. Teacher resistance to reform initiatives

is a significant challenge that should not be ignored. Teachers may resist change if they

view it as adding more tasks to their already busy schedules or if they feel that the

changes do not align with their teaching beliefs (Tirol et al., 2022). Resistance to reform

can hinder successful implementation by causing reluctance, lack of enthusiasm, or

overt opposition.
 Teachers use different strategies to deal with the challenges they face when

implementing education reform. Professional development is crucial for teachers to

acquire the skills and knowledge needed to effectively adapt to reform initiatives.

According to Cahapay (2021), high-quality professional development is crucial for

effectively implementing education reforms. Effective professional development

programs equip teachers with the necessary tools and strategies to effectively navigate

the challenges brought about by educational reforms.

Collaboration and peer support are important coping mechanisms for teachers

during the implementation of educational reforms. Educators frequently derive comfort

and valuable insights by engaging in discussions with colleagues who are undergoing

similar transitions. Collaborative planning, peer mentoring, and sharing best practices

can promote camaraderie among teachers and facilitate the development of strategies

for overcoming obstacles. According to Agayon et al. (2022). Moreover, the role of

school leadership is crucial in supporting teachers' capacity to navigate the challenges

associated with educational reform. According to Barrot et al. (2021), effective school

leadership involves providing clear guidance, allocating resources wisely, and creating a

supportive environment that empowers teachers to navigate reforms successfully.

School administrators who prioritize the well-being of teachers and offer opportunities

for their meaningful involvement in the reform process can help alleviate some of the

difficulties that teachers encounter.

 In addition, self-reflection and adaptability are crucial coping strategies for

educators. According to Pajak et al. (2021), it is essential for educators to possess the

capacity to evaluate their teaching methods, make necessary modifications, and adapt

to changes in the field of education reform. Teachers who embrace ongoing learning

and personal development are more prepared to address the difficulties that arise

during the implementation of educational reforms.

Perception of Teachers on the Effectiveness of Coping Mechanisms,

Support systems, and Professional Development Opportunities
Teacher support during education reform implementation is enhanced through

professional development. Teachers' perceptions of professional development

opportunities significantly impact their capacity to adapt to reform initiatives. According

to Timperley et al. (2018), teachers find professional development more valuable when

it is customized to their specific needs and context, as it improves their sense of

efficacy. Teachers are more likely to enthusiastically engage in and apply the

knowledge and skills acquired through professional development when they perceive

that it aligns with their specific challenges and goals.

Additionally, the length and consistency of professional development programs have

a notable influence on teachers' perceptions of their efficacy. According to Darling-

Hammond (2021), continuous professional development is crucial for assisting teachers

in implementing educational reforms. Educators frequently express dissatisfaction with

sporadic or brief professional development sessions, as they may not offer enough time

or depth to effectively address the complex challenges of educational reform. Sustained

and ongoing support over an extended period of time contributes to the development of
professional growth and expertise, which in turn has a positive impact on teachers'

confidence in dealing with the challenges of educational reforms. Collaboration and

peer support in professional development significantly influence teachers' perceptions of

their effectiveness. Hargreaves and Fullan (2020) emphasize the importance of

teachers' desire to exchange experiences, challenges, and strategies with their

colleagues. Collaborative learning environments promote a sense of community and

shared responsibility in implementing successful reforms. Teachers who believe they

can rely on the knowledge and perspectives of their colleagues are more likely to

experience a sense of support and confidence in overcoming challenges.

The influence of administrative support and leadership in schools on teachers'

perceptions of coping mechanisms and support systems during education reform

implementation is substantial. According to Leithwood et al. (2020), school leaders who

prioritize teacher well-being and foster a supportive environment can have a positive

impact on teachers' experiences. Teachers are more likely to feel empowered and

motivated to navigate reform complexities when they perceive that their leaders value

their efforts and provide resources and autonomy.

Teachers' experiences can be significantly hindered when they perceive a lack of

administrative support or encounter indifferent or resistant leadership (Bryk et al., 2018).

Administrative decisions, including resource allocation, workload management, and

communication practices, have a significant impact on teachers' perception of their

ability to successfully implement reform initiatives. Negative perceptions of

administrative support can cause teachers to feel frustrated and disillusioned.

The correlation between professional development opportunities and the specific

demands of reform initiatives affects teachers' perceptions of effectiveness. Teachers

are more likely to view professional development as relevant and valuable when it is

closely aligned with the goals and requirements of educational reforms (Hattie et al.,

2020). If professional development is not aligned with reform objectives or lacks

practical applicability, teachers may view it as a time-consuming distraction. Teachers

require support systems and resources in addition to professional development during

education reform implementation. Teachers' perceptions of the adequacy and

accessibility of support systems significantly influence their experiences. According to

Johnson and Birkeland (2022), teachers value support systems that are both responsive

to their needs and easily accessible. Teachers who believe they have easy access to

various forms of support, such as instructional materials, mentorship, or technology

assistance, are more likely to navigate reform challenges with confidence.

Mentorship programs can greatly influence teachers' perceptions of support

systems. Teachers perceive mentorship programs as valuable sources of support when

they have access to experienced mentors who can offer guidance and share best

practices (Bannister et al., 2021). Mentorship can enhance teachers' expertise and

facilitate their navigation of complex educational reforms. Teachers' perceptions of

support systems in their school community, such as colleagues, administrators, and

parents, impact their ability to handle reform challenges. Positive relationships with

collaborative and resource-sharing colleagues can enhance teachers' experiences

(Fullan, 2018). In contrast, when teachers perceive a lack of collaboration or support

among their peers, they may experience feelings of isolation and being overwhelmed.

The impact of parental involvement and support on teachers' experiences during

reform implementation is influenced by teachers' perceptions. Teachers who view

parents as collaborators in the educational process tend to feel more empowered to

effectively address challenges and implement reforms (Epstein et al., 2021). Negative

perceptions of parental engagement, such as resistance or lack of communication, can

compound the challenges teachers encounter during reform. The alignment of support

systems with teachers' specific needs during reform implementation is essential.

According to Pajak et al. (2021), teachers' support needs can vary based on factors

such as their level of experience, subject area, and the specific challenges presented by

educational reforms. Hence, it is crucial for support systems to demonstrate flexibility

and adaptability in order to cater to a wide range of needs. Additionally, teachers should

feel recognized and have their individual challenges acknowledged and resolved.

Teachers' perceptions of coping mechanisms, support systems, and professional

development opportunities significantly impact their experiences during education

reform implementation. Positive perceptions can have a positive impact on teachers'

motivation, job satisfaction, and sense of efficacy, which can ultimately contribute to the

successful implementation of reform initiatives. Negative perceptions can impede the

reform process by causing frustration, burnout, and resistance. Hence, it is imperative

for policymakers, school leaders, and education stakeholders to take into account the

viewpoints and requirements of teachers when formulating and executing support

systems and professional development initiatives. This is crucial in order to ensure that
these programs effectively assist teachers in addressing the difficulties associated with

educational reform.

Critical Factors contributing to the

Resistance or Acceptance of education
reforms among teachers
Teachers' pedagogical philosophies and practices significantly influence their

teaching identities (Coburn, 2021). Teachers are more likely to accept and embrace

reforms when they align with their existing beliefs. In contrast, significant resistance can

arise when educational reforms are seen as contradicting pedagogical beliefs. The

misalignment often arises from concerns that the reforms may compromise teachers'

professional autonomy and expertise (Hargreaves & Fullan, 2020). Teachers'

acceptance or resistance to reform initiatives is significantly influenced by their

perceptions of the clarity and transparency of these initiatives. Unclear or inadequately

conveyed reform objectives and expectations can result in teachers experiencing

confusion and skepticism (Cohen-Vogel et al., 2021). Teachers may resist implementing

reforms if they do not fully comprehend the rationale, objectives, and expected

outcomes of the reforms due to fear of the unknown or concerns about the reform's

purpose (Timperley et al., 2018). Clear and transparent communication is crucial for

obtaining teacher support.

The degree of teacher engagement in the reform process is a significant

determinant of their receptiveness or opposition. According to Bryk et al. (2018),

teachers are more likely to accept changes in reform initiatives when they feel they have

actively participated in decision-making and have been given opportunities to provide

input. Top-down reforms that neglect teachers' input and expertise often encounter
significant opposition. According to Darling-Hammond (2021), involving teachers in

collaborative decision-making and co-creation of reform strategies can enhance their

sense of ownership and investment. Teachers' acceptance or resistance to reforms is

influenced by their perceptions of the feasibility and practicality of implementation.

Teachers are more likely to resist proposed reforms if they perceive them as overly

ambitious, impractical, or incompatible with the realities of their classrooms (Fullan,

2018). The successful implementation of reforms is contingent upon the presence of

essential resources, including time, training, and support systems. Teachers must

possess the necessary tools and resources to effectively implement reforms (Johnson &

Birkeland, 2022).

Teachers may lose trust when they feel that reform initiatives are imposed by

external authorities who lack a genuine understanding of classroom realities (Coburn,

2021). Trust is a crucial factor in establishing a favorable reform culture. Distrust, on the

other hand, can lead to skepticism, resistance, and a lack of cooperation among

teachers (Harris & Jones, 2020). Teachers' attitudes toward reform initiatives are

significantly influenced by their perceptions of the potential benefits and drawbacks

associated with these changes. Teachers are more likely to accept educational reforms

if they believe that these changes will result in improved student learning outcomes,

enhance their professional growth, or have a positive impact on their classrooms

(Pellegrino & Hilton, 2018). In contrast, teachers may resist the reforms if they expect

negative outcomes, such as more work, less freedom, or harm to student well-being.

Hence, the cost-benefit analysis significantly affects teacher acceptance or resistance.

 The presence of support systems and resources can greatly influence teachers'

acceptance or resistance to educational reforms. Teachers require access to essential

tools, training, and support in order to effectively implement reforms (Cohen-Vogel et

al., 2021). Lack of support or resources can result in frustration and resistance. On the

other hand, the presence of strong support systems, such as mentorship programs and

professional development opportunities, can aid in the implementation process and

improve teacher acceptance. The alignment of education reforms with societal and

cultural values can impact teacher acceptance or resistance. Coburn (2021) argues that

teachers' perceptions are influenced by societal expectations and cultural norms related

to education. Reforms that align with values and expectations are more likely to be

embraced. Reforms that are perceived as conflicting with cultural norms or societal

ideals may encounter resistance.

Teachers' attitudes toward new reforms can be significantly influenced by their

past experiences with reform initiatives. Previous successful implementations or reforms

that resulted in improved teaching and learning can create a positive environment that

encourages openness to new changes (Timperley et al., 2018). On the other hand,

negative experiences, such as unsuccessful attempts at reform or reforms that resulted

in increased workload without producing any benefits, can generate skepticism and

resistance. The history of reform implementation in a specific educational context can

impact teacher perceptions. The perceived adaptability and flexibility of reform initiatives

affect teacher acceptance or resistance. According to Hattie et al. (2020), reforms that

permit customization and adaptation to the specific needs and contexts of individual

classrooms and schools are more likely to be embraced. Educators value reforms that
allow for professional discretion and independence in decision-making. Rigid,

standardized reforms may face opposition due to their failure to consider the various

teaching contexts.

III. Research Questions

The study seeks to explore the challenges faced by teachers in implementing

education reforms. Specifically, it seeks to answer the following questions:

1. What are the primary experiential challenges encountered by teachers during the

implementation of education reforms?

2. How do teachers perceive the effectiveness of coping mechanisms, support

systems, and professional development opportunities provided to them as they

navigate the complexities of education reform implementation?

3. What are the critical factors contributing to the resistance or acceptance of

education reforms among teachers?

4. Based on the findings of the study, what intervention program may be proposed?

IV. Scope and Limitation

This study examines the challenges encountered by teachers when implementing

education reforms, specifically focusing on their experiences, perceptions, and factors that

influence their resistance or acceptance. The study aims to address four primary research

questions. The study seeks to identify and comprehend the main experiential challenges

faced by teachers during the implementation of education reforms. This involves analyzing
 the challenges that teachers encounter when adapting to new curriculum frameworks,

assessment practices, and pedagogical approaches. The study examines teachers'

perceptions of the effectiveness of coping mechanisms, support systems, and professional

development opportunities during education reform implementation. This study aims to

understand teachers' viewpoints regarding the sufficiency and applicability of the support

systems provided to them.

The study seeks to examine the key factors that influence teachers' resistance or

acceptance of education reforms. This study aims to explore the factors that shape

teachers' attitudes and responses to reform initiatives, including their underlying beliefs,

values, and contextual influences. Based on the study's findings, the research will propose

an intervention program. The program will utilize collected and analyzed data to address

challenges and improve support mechanisms for teachers engaged in education reform

initiatives. This study will employ a mixed-method design to conduct a comprehensive

investigation by integrating quantitative and qualitative data. The study will be conducted at

Plaridel Elementary School in Plaridel Claveria, Misamis Oriental, which offers a specific

research context.

V. Methodology

The phenomenological type of qualitative research design will be used in this study

to gain an in-depth understanding of the challenges faced by teachers in implementing

education reforms. Specifically, the study will employ descriptive phenomenology

approach of Edmund Husserl, the philosopher who founded phenomenology.

According to him, in this approach, the researcher's perceptions are set aside or

bracketed in order to enter the participant's life-world without any presuppositions. He

also defined experience as involving perception, thought, memory, imagination, and

emotion, as well as intentionality, as the person's gaze is focused on a specific object

or event. Furthermore, this approach does not involve the participant's history, but

rather the experiences they encountered. Furthermore, the data can be used

independently, but the definitions must be rebuilt. Bracketing can help to validate the

interpretation by increasing the level of objectivity. Furthermore, this research method

seeks to determine the significance of the phenomenon via psychological

phenomenological reduction and 'epoche' or bracketing (Rodriguez & Smith, 2018).

This method is being used in the current study to explain challenges or issues,

insights, actions, beliefs, emotions, and challenges faced by teachers in implementing

education reforms. These components aided in gaining a thorough understanding of

the participants' lived experiences. This method will be used in this study to describe

the participants' experiences without involving the researcher's personal views and

opinions. The participants' experiences will be detailed, interpreted, and reconstructed,

but the thought will remain the same. As a result, the researcher chose this approach

to preserve the objectivity and validity of the data while avoiding biases.

a. Sampling

The participants of the study are the selected 10 teachers of Plaridel Elementary

School in Plaridel Claveria, Misamis Oriental. In choosing the participants of the study,

purposive sampling will be utilized. Purpose sampling is a non-probability sampling

technique utilized in research to select individuals with particular characteristics or

experiences pertinent to the research query. In purposive sampling, participants are

selected based on the researcher's predetermined criteria. In qualitative research,

especially phenomenological studies where the objective is to comprehend the lived

experiences of a particular group of individuals, purposeful sampling is frequently

employed. The researcher identifies the particular characteristics or experiences that

are pertinent to the research question and then chooses participants who possess those

characteristics or experiences.

b. Data Collection

The data gathering procedure will start using the following steps: The researcher

will have an approved letter duly signed by the Dean of Graduate School. The Guide

Questions will be prepared and organized by parameter properly, the content of the

interview questions will be validated by three research professionals. The informed

consent of the participants will be given out and gathered prior to the interview proper.

Brief orientation about the preliminaries of the study will be done for the purpose of the

study. The researcher will conduct an online individual interview which will almost take

30minutes. The participants will be notified that the interview will be recorded. After the

interview, the audio will translate words for phrase to verify data reliability. The

assessments will be conducted to see if there are questions left unanswered.

Throughout the interview process, the participants will also be given a letter expressing

the researcher's deep gratitude for their time, cooperation, and active participation in the

gathering of data process. The respondents will be assured that all data and information

will be kept with utmost confidentiality.

 The use of Colaizzi's data analysis approach reveals a positive effect on learning

and provides insights into experiences. All transcripts will be reviewed and re-read to

gain a general understanding of the entire content. Meanwhile, using the audio tape to

aid in the accuracy of the transcription, these assertions will be separated on separate

papers. Transcripts will be chosen for important remarks on the phenomenon under

investigation. Transcripts should be thoroughly explained to participants. Definitions will

be generated using key terms. Terms should be defined and discussed. The stated

meanings will be classified into themes and topic clusters. It will take time to eliminate

irrelevant data or concepts. Facts must be integrated into a comprehensive description.

Colaizzi’s (1978) analytic method which is consistent with descriptive

phenomenology has seven steps. These seven steps are: 1. Read all protocols to

acquire a feeling for them. 2. Review each protocol and extract significant statements.

3. Spell out the meaning of each significant statement (e.g., formulate meanings). 4.

Organize the formulated meanings into cluster of themes. Refer these clusters back to

the original protocols to validate them. Note discrepancies among or between the

various clusters, avoiding the temptation of ignoring data that do not fit. 5. Integrate

results into an exhaustive description of the phenomenon under study. 6. Formulate an

exhaustive description of the phenomenon under study in as unequivocal a statement of

identification as possible. 7. Ask the participants about the findings thus far as a final

validating step.

The concept of data collection is achieved when themes and categories in the

data become recurrent and similar to the point where additional data collection yields no

new information. The phenomenon's theoretical component is described. There should

be data consolidation or the development of a comprehensive description of the

phenomenon under investigation, validity of the research participants' findings, and the

conduct of validation procedures, which include returning to participants and discussing

insights with them to determine whether the researcher's theme analysis will be

compatible with their lived experiences (Praveena & Sasikumar, 2021).

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 INTERVIEW GUIDE QUESTIONS

1. What are the primary experiential challenges encountered by teachers

during the implementation of education reforms?

1.1 Can you describe some of the specific challenges you have faced as a teacher

while implementing education reforms in your classroom or school

1.2 How have changes in curriculum, pedagogy, or assessment practices impacted

your daily teaching experiences during the reform implementation?

1.3 Can you share any memorable or particularly difficult situations you've

encountered as a teacher when adapting to new reform-related requirements or

expectations?

1.4 In your opinion, what are the most significant obstacles that teachers commonly

face when trying to align their teaching practices with education reforms?

1.5 Have you experienced any emotional or professional stressors as a result of

these challenges? If so, could you elaborate on how they have affected your

teaching and well-being?

1.6 Are there any specific resources, support systems, or coping mechanisms that

you have found helpful in addressing these challenges? Conversely, have you

encountered any barriers to accessing necessary support?

1.7 How do you believe these experiential challenges impact student learning

outcomes and the overall effectiveness of education reforms in your school or

district?

2. How do teachers perceive the effectiveness of coping mechanisms,

support systems, and professional development opportunities provided to

them as they navigate the complexities of education reform

implementation?

2.1 Could you share your perspectives on the support systems and resources that

have been made available to teachers to help them adapt to education reform

changes?

2.2 In your experience, how effective have professional development opportunities

been in preparing teachers for the challenges posed by education reforms?

2.3 Are there specific coping mechanisms that you or your colleagues have found

particularly effective in managing the complexities of reform implementation?

2.4 What role does collaboration with other teachers or colleagues play in your

perception of support systems and coping mechanisms? Can you provide

examples of collaborative experiences that have been beneficial?

2.5 How transparent and clear have communication and guidance been regarding

the coping mechanisms and support systems provided to teachers? Do you feel

well-informed about available resources?

2.6 Are there any areas where you believe improvements could be made in terms of

the support systems or professional development opportunities offered to

teachers during education reform implementation?

2.7 In your view, how do these coping mechanisms, support systems, and

professional development opportunities contribute to your overall ability to

navigate the complexities of education reform?

3. What are the critical factors contributing to the resistance or acceptance of

education reforms among teachers?

3.1 Could you share your thoughts on the alignment of education reforms with your

existing teaching beliefs and practices? How does this alignment influence your

acceptance or resistance to these reforms?

3.2 In your experience, what role does the clarity and transparency of reform goals

and expectations play in shaping teachers' attitudes toward reform initiatives?

3.3 How important do you believe teacher involvement and participation in the

decision-making process are for fostering acceptance of education reforms?

Can you describe instances where teacher input has made a difference in the

implementation of reforms?

3.4 Are there specific feasibility considerations, such as available resources or

practicality, that impact your willingness to embrace or resist education reforms?

3.5 How does the level of trust and confidence you have in educational

policymakers and administrators influence your acceptance or resistance to

reform initiatives?

3.6 In your view, what are the perceived benefits and drawbacks of education

reforms, and how do these perceptions contribute to your attitude toward reform

implementation?
3.7 Can you provide insights into any past experiences with reform initiatives that

have shaped your current stance on education reforms? Have positive or

negative past experiences influenced your acceptance or resistance?