Teacher Competence in Unpacking Learning Competencies and Its Relationship to Curriculum Implementation Fidelity in the Schools Division of Santa Rosa City

Abstract

This study evaluates the implementation and relevance of the revised K to 10 basic education curriculum, as well as teacher competence in Unpacking Learning Competencies and its Relationship to Curriculum Implementation Fidelity. This study used a descriptive-correlational research design and collected data through a quantitative survey of 137 Mathematics teachers across the Schools Division of Santa Rosa City. The results of this study were gathered using frequency count (f) and percentage (P) in analyzing the demographic profile of respondents and challenges encountered and Technical assistance needed; while Likert Scale and Weighted Mean were used to determine the level of teacher readiness, experience, and proficiency across training familiarity, competency unpacking, and classroom delivery; and Spearman rank Correlation (rs) was used to test the relationship between years in teaching and self-efficacy in unpacking learning competencies. Findings indicate that while curriculum decongestion and target learning competencies positively influence instructional delivery, challenges related to teacher workload and resource availability persist. Furthermore, structured LAC sessions and mentoring significantly enhanced teachers' capacity to unpack competencies and apply learner-centered pedagogy. The results underscore the necessity of sustained professional development, targeted administrative support, and streamlined instructional requirements to optimize curriculum delivery and prevent teacher burnout. These findings offer practical insights for educational policymakers and school leaders seeking to strengthen school-based mentoring and curriculum alignment strategies.