Lived Experiences of Philippine Public Basic Education Teachers in Implementing the Home Economics Curriculum

Home economics (HE) plays a critical role in developing practical life skills, employability competencies, and social responsibility among learners in basic education. While prior research has largely focused on curriculum design and policy standards, limited studies have examined how teachers experience the implementation of the HE curriculum in resource-variable public-school contexts. Addressing this gap, this qualitative hermeneutic phenomenological study explored the experiences of four public basic education teachers in the Philippines implementing the HE curriculum. Participants were selected through purposive sampling to ensure direct involvement in curriculum delivery. Data were collected through semi-structured interviews via Zoom after informed consent had been obtained. Thematic analysis revealed five core themes: (1) alignment of the HE curriculum with the vision and mission of the Department of Education (DepED) in the Philippines, (2) teacher roles and pedagogical practices, (3) adequacy of resources and support systems, (4) professional development and training, and (5) stakeholder engagement and collaboration. Findings reveal that teachers act as adaptive agents who translate curriculum intentions into meaningful learning experiences through inclusive, experiential, and context-responsive practices. However, disparities in resources and uneven access to professional development shape the depth of implementation. Stakeholder collaboration emerges as a critical enabling factor that supplements institutional limitations and sustains program delivery. The study concludes that the effectiveness of HE curriculum implementation depends on the dynamic interplay between teacher agency, pedagogical practice, material conditions, professional learning opportunities, and social support systems. Strengthening resource provision, expanding targeted training, and institutionalizing stakeholder engagement are essential to sustaining inclusive and practice-oriented HE education in Philippine public schools.