Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 12 (2025)

Exemplars to Excellence: Teachers’ Perspectives on the Role of Lesson Exemplars in Instructional Delivery within the Revised K–12 Curriculum

Charlie T. Anselmo | Jumat T. Andres | Sannyval R. Estabillo | Aljhun G. Galasi | Jasmin I. Lappay

Discipline: Education

 

Abstract:

This study examined the perspectives of Senior High School teachers regarding the utilization of lesson exemplars in instructional delivery within the Revised K-12 Curriculum. Utilizing a descriptive-evaluative survey design, data were gathered from 25 purposively selected teach-ers through the use of structured questionnaires. The findings indicate that teachers perceive lesson exemplars as well-structured, logically sequenced, and closely aligned with the Most Essential Learning Com-petencies (MELCs). They found the exemplars to be applicable and practical for classroom instruction, supporting various teaching meth-ods and strategies. As early adopters of the enhanced curriculum, teachers acknowledged facing challenges such as limited training op-portunities and the necessity of adapting exemplars to diverse con-texts. No significant differences were observed in teachers' perceptions when categorized by sex, age, years of teaching experience, or strand handled. Thematic analysis identified areas for improvement, including managing time constraints, balancing activity load, and ensuring con-textual alignment. Teachers recommended streamlining exemplar ac-tivities, providing supplementary resources, expanding professional development, and enriching exemplar content to enhance the impact of the training. The study concludes that lesson exemplars are highly ef-fective tools for instructional delivery, and with ongoing refinement and robust institutional support, they can empower teachers to max-imize student engagement, enhance instructional quality, and advance the objectives of the K-12 to curriculum. Recommendations include simplifying activities, providing adequate references and support ma-terials, strengthening teacher preparation through professional devel-opment programs, and integrating higher-order thinking skills and concrete examples into the content of these programs.



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