Challenges in the Adoption Process of the Revised K to 12 Curriculum: A Qualitative Descriptive Study using Rogers’ Diffusion of Innovation Theory

This study investigates the challenges encountered during the initial implementation of the revised K to 12 curriculum (formerly MATATAG), utilizing Rogers’ Diffusion of Innovation Theory as a framework, specifically focusing on the five perceived attributes of innovation: relative advantage, compatibility, complexity, trialability, and observability. Employing a qualitative descriptive approach, data were gathered through focus group discussions with eight Grade 1 and 4 teachers from Rizal Elementary School and eight Grade 7 teachers from Panabo City National High School, as well as in-depth interviews with two assistant principals, one principal, one Education Program Supervisor (EPS), and one Curriculum and Instruction Division (CID) Chief. The findings revealed six major challenges: hesitation and reluctance among educators, difficulty adjusting to the new curriculum, concerns with curriculum structure and sequencing, existing curriculum gaps, inadequate teacher training, and lack of essential resources. These challenges highlighted a disconnect between the curriculum’s design and the practical realities of classroom implementation. The study concludes that the success of curriculum reforms relies on addressing systemic barriers, empowering teachers as co-implementers, and aligning reform efforts with the actual conditions and needs of public school classrooms and learners.