ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study explored the experiences of elementary classroom teachers in implementing the scripted curriculum mandated by the Department of Education. It aimed to understand the challenges they encounter, the coping mechanisms they apply, and the insights they have gained from their experiences. The study employed a qualitative phenomenological design to capture the lived experiences of 10 selected elementary teachers. Data were gathered through in-depth interviews, and thematic analysis was used to identify patterns, themes, and insights related to their experiences with the scripted curriculum. The findings revealed both positive and challenging experiences among teachers. Positive experiences included improved lesson structure and support for novice teachers, while challenges involved limited flexibility, time management difficulties, mismatch with local context, and reduced autonomy. Teachers coped by using flexible classroom strategies, practicing time management, contextualizing lessons, and maintaining creativity within limits. Insights generated highlighted the importance of flexibility, balancing structure with professional judgment, adapting to local context, and nurturing creativity. The study suggests the need for curriculum adjustments to allow flexibility, ongoing teacher training, and supportive school leadership to help teachers navigate scripted programs effectively. Future research should explore the perspectives of students and the long-term impact of curriculum reforms.