Teacher's Lived Experiences in the Implementation of K-12 Curriculum in Literacy Skills from Grades 1 to 3 in Bontoc Central Elementary School

This research investigates teachers lived experiences applying the K-12 curriculum to improve reading skills among Bontoc Central Elementary School's Grades 1 to 3 students. Using a phenomenological research approach, the study investigates teachers' opinions on students' reading and writing abilities, problems encountered during the process, and successful instructional tactics. The findings show that the epidemic increased literacy challenges due to interrupted patterns and distant learning limits. On the other hand, teachers displayed resilience and adaptation by using customized instruction, incorporating technology, and engaging students in various ways. The findings stress the importance of personalized interventions, continued teacher support, and curricular changes to close reading gaps and match teaching methods with K-12 standards.