Abstract

This study explores the lived experiences of English teachers in a private educational institution in Negros Occidental, Philippines, as they implement the revised K–10 Curriculum. Using narrative inquiry and thematic analysis, the research highlights four central themes: a positive shift in perspective due to streamlined competencies; pedagogical burnout fueled by student learning gaps and increased demands; the mismatch between curriculum expectations and students’ actual skills, especially in literacy and analysis; and the pressing need for a strong reading foundation in early education. Although the reduced curriculum content offers clarity and focus, teachers face persistent challenges in addressing literacy deficits and aligning instruction with students’ readiness levels. The findings underscore the necessity for differentiated instruction, robust teacher support, and early literacy interventions. These insights inform policy and practice by emphasizing that effective curriculum reform requires both systemic support and recognition of teachers’ agency and resilience in navigating educational change.