"ASSESSMENT ON CHALLENGES AND CONCERNS OF TEACHERS IN TEACHING SOCIAL SCIENCES IN DAET, CAMARINES NORTE"

Abstract

This study assessed the challenges and concerns encountered by Social Sciences teachers in public secondary schools within the Daet North District, Division of Camarines Norte, during the School Year 2025–2026. Specifically, it examined the extent of challenges experienced in instructional delivery, teaching resources and materials, curriculum implementation, student engagement, and assessment and evaluation, as well as the differences in perceived challenges when grouped according to selected demographic and professional variables. The study employed a descriptive-survey research design and utilized a researcher-constructed questionnaire administered to forty (40) Social Sciences teachers from Moreno Integrated School, Alawihao National High School, and Vicente Basit Memorial High School. Data were analyzed using frequency counts, percentages, weighted means, standard deviations, t-tests, and one-way ANOVA. Findings revealed that teachers experienced challenges to a high extent across all domains, with teaching resources and materials emerging as the most critical concern, followed by curriculum implementation and assessment and evaluation. Major challenges included insufficient instructional resources, the need to personally fund teaching materials, curriculum overload under the MATATAG Curriculum, large class sizes, and difficulties in developing performance-based assessments aligned with higher-order thinking skills. Statistical analysis showed no significant differences in perceived challenges based on age and sex; however, significant differences were found when respondents were grouped according to years of teaching experience and field of specialization. The study concludes that the challenges faced by Social Sciences teachers are primarily influenced by professional and systemic factors rather than demographic characteristics. It recommends strategic resource allocation, targeted support for out-of-field teachers, differentiated professional development programs, and the adoption of active and contextualized instructional strategies to enhance the quality of Social Sciences education in the district.

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