Challenges and Coping Strategies of Science 8 Teachers in Delivering Competency-Based Instruction: Experiences from Diffun National High School, Quirino

Abstract

Competency-based instruction is a key feature of the Philippine K–12 Science curriculum, emphasizing the development of learners' scientific knowledge, skills, and values through mastery of learning competencies. Despite its intended benefits, Science teachers encounter various challenges in implementing competency-based instruction due to diverse learner needs, limited instructional resources, curriculum demands, and classroom realities. This study explored the challenges and coping strategies of Science 8 teachers in delivering competency-based instruction at Diffun National High School, Quirino. Using a qualitative phenomenological research design, eight Science 8 teachers were purposively selected as participants. Data were collected through semi-structured interviews, classroom observations, and document analysis and analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed that teachers experienced challenges related to learner diversity, limited instructional resources, time constraints, assessment practices, and curriculum implementation. To address these challenges, participants adopted contextualized instruction, differentiated teaching, collaborative learning, reflective practice, and continuous professional development. The study highlights the importance of institutional support, teacher collaboration, and capacity-building initiatives in strengthening competency-based science instruction. The findings provide valuable insights for school administrators, curriculum planners, and science educators in improving the implementation of competency-based instruction in public secondary schools.