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Curriculum reforms are implemented in various countries to improve their educational system. This article presents the teaching competencies, needs and challenges encountered by the Department of Education (DepEd) Science teachers in Partido District, Camarines Sur, Philippines along with the implementation of the K to 12 Science curriculum. It employed the descriptive method of research and administered the researcher-made instrument to 49 DepEd Science teachers. The majority of the teachers rated themselves with very high competencies in Earth Science and Biology and high competencies in Chemistry and Physics, however some expressed need to further deepen their understanding in some concepts such as Light and Electricity, Circular Motion, Projectile Motion, Conservation of Linear Momentum, and Concentration of Solutions. Teachers attain proficiency of a more complex competency if they acquire proficiency of preceding competencies. The availability of instructional materials and the “concept of experience” help teachers have a better grasp of science concepts. Continued support from the government and other stakeholders is needed to address the perennial problems/challenges that DepEd teachers encountered.

COMPETENCIES AND CHALLENGES OF DEPED TEACHERS IN THE K TO 12 SCIENCE CURRICULUM IMPLEMENTATION