The School Heads’ Leadership Practices in the Implementation of the Revised K To 12 Curriculum in Grades 2, 3 And 5 In the Public Elementary Schools in the Division of Camarines Sur

Abstract

This study assessed school heads’ leadership practices in implementing the Revised K to 12 Curriculum in Grades 2, 3, and 5 in public elementary schools in the Division of Camarines Sur during School Year 2025–2026 and used the findings as basis for a training design. A descriptive-evaluative-correlational design was employed. The study involved 185 school heads drawn from a population of 341 across five congressional districts through purposive selection of the locale and stratified random sampling of respondents. Data were obtained using a validated researcher-made questionnaire and analyzed through weighted mean, frequency, percentage, rank, Kendall’s coefficient of concordance W, and chi-square at the .05 level. Overall curriculum implementation was rated Much Implemented, with curriculum content (M = 3.76), instructional delivery (M = 3.69), and assessment of learning (M = 3.55) receiving higher ratings, while teacher preparedness (M = 3.15), learner engagement (M = 3.29), and learning resources (M = 3.28) were rated Implemented. School heads’ leadership practices were generally Much Practiced (overall M = 3.71), led by instructional leadership (M = 4.20), teacher development (M = 4.19), and curriculum management (M = 4.18). The most serious constraint was teacher capability (M = 3.99), followed by instructional delivery, learner readiness, and resource allocation. Training, Learning Action Cell sessions, access to learning materials, curriculum mapping, and parent involvement emerged as priority responses. The findings support a targeted leadership-development program emphasizing teacher capacity, curriculum management, monitoring and evaluation, stakeholder engagement, and resource support.