Dilemmas Immanent in Curriculum Planning and Implementation: Unpacking the Lived Experiences of Language Educators in Private HEI’s

Abstract

Curriculum planning and implementation are essential processes in education that involve designing, organizing, and delivering instructional content to meet students' learning needs. Effective curriculum planning ensures that educational goals are aligned with standards, while successful implementation focuses on adapting teaching methods and materials to engage students and foster academic growth. This qualitative study employing transcendental phenomenological approach investigated the lived experiences of language educators in private HEIs in Tacurong City.  The study involved eight language educators coming from NDTC, VMC, SKEI, SCMCSTI and SMIT.  In the collection of the comprehensive data, in-depth interviews and thematic analysis of Braun and Clarke (2006) were employed to generate and interpret the gathered information. 

The result implies that in navigating dilemmas immanent in curriculum planning and implementation, school administrators support is deemed vital and necessary. However, imperfections in the curriculum are inevitable that is why teacher’s role is not just focus solely in planning and implementation alone but also in figuring out how should they meet the curriculum standards without sacrificing quality learning. Hence, the result of the study has brought awareness to school administration about the unheard and unseen problems that teachers experience in the curriculum leading to a decisive programs and policies in solving curriculum dilemma.