Caught Between Curriculum and Classroom Reality: A Multiple Case Study of Science Teachers in Lingig 1 District

CHERRIE C. PAYONG

Caught Between Curriculum and Classroom Reality: A Multiple Case Study of Science Teachers in Lingig 1 District

July 2026

Vol-12, Issue-4

Paper ID: 28809

ISSN: 2395-4396

Downloads: 0

Abstract & Details

Research Area

Education

Keywords

Science curriculum implementation classroom realities science teachers instructional challenges resource limitations adaptive practices coping strategies curriculum expectations science instruction multiple case study elementary science education rural schools Lingig 1 District Surigao del Sur teacher experiences

Abstract

This qualitative multiple case study explored the experiences of elementary Science teachers in implementing the prescribed Science curriculum amidst the realities of classroom practice in Lingig 1 District, Surigao del Sur. Guided by Fullan's Curriculum Implementation Theory and Vygotsky's Constructivist Learning Theory, the study sought to understand teachers' experiences in implementing the curriculum, the classroom realities and instructional challenges they encountered, and the adaptive practices they employed to address these challenges. Five purposively selected elementary Science teachers participated in in-depth interviews, and the gathered data were analyzed using thematic and cross-case analysis. The findings revealed that teachers consistently encountered challenges such as inadequate instructional and laboratory resources, large class sizes, diverse learner abilities, limited instructional time, and insufficient institutional support, resulting in a gap between curriculum expectations and actual classroom realities. Despite these constraints, the participants demonstrated resilience and professional commitment by employing adaptive practices, including contextualized instruction, differentiated teaching strategies, collaborative learning, the use of locally available instructional materials, and creative problem-solving approaches to sustain meaningful Science learning. The study concludes that effective Science curriculum implementation in rural schools depends not only on teachers' competence, adaptability, and commitment but also on stronger institutional support, adequate instructional resources, continuous professional development, and responsive educational policies. The findings provide valuable insights for school leaders, curriculum planners, and policymakers in strengthening Science education and improving support systems for teachers in resource-constrained educational settings.

License

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Author Information

#	Name	Institute / Affiliation
1	CHERRIE C. PAYONG	Andres Soriano Colleges of Bislig

How to Cite

Use the following formats to cite this article in your research.

APA Style

PAYONG, CHERRIE C. (2026). Caught Between Curriculum and Classroom Reality: A Multiple Case Study of Science Teachers in Lingig 1 District. International Journal of Advance Research and Innovative Ideas In Education, 12(4), 583-592.

MLA Style

PAYONG, CHERRIE C.. "Caught Between Curriculum and Classroom Reality: A Multiple Case Study of Science Teachers in Lingig 1 District." International Journal of Advance Research and Innovative Ideas In Education, vol. 12, no. 4, 2026, pp. 583-592.

IEEE Style

CHERRIE C. PAYONG, "Caught Between Curriculum and Classroom Reality: A Multiple Case Study of Science Teachers in Lingig 1 District," International Journal of Advance Research and Innovative Ideas In Education, vol. 12, no. 4, pp. 583-592, 2026.

Vancouver Style

PAYONG CHERRIE C.. Caught Between Curriculum and Classroom Reality: A Multiple Case Study of Science Teachers in Lingig 1 District. International Journal of Advance Research and Innovative Ideas In Education. 2026;12(4):583-592.

Harvard Style

PAYONG, CHERRIE C. (2026) 'Caught Between Curriculum and Classroom Reality: A Multiple Case Study of Science Teachers in Lingig 1 District', International Journal of Advance Research and Innovative Ideas In Education, 12(4), pp. 583-592.

Chicago Style

PAYONG, CHERRIE C.. "Caught Between Curriculum and Classroom Reality: A Multiple Case Study of Science Teachers in Lingig 1 District." International Journal of Advance Research and Innovative Ideas In Education 12, no. 4 (2026): 583-592.

Turabian Style

PAYONG, CHERRIE C.. "Caught Between Curriculum and Classroom Reality: A Multiple Case Study of Science Teachers in Lingig 1 District." International Journal of Advance Research and Innovative Ideas In Education 12, no. 4 (2026): 583-592.