Negotiating Government Curriculum Mandates: Filipino English Teachers’ Use of PowerPoint in Classroom Practice

Abstract

Despite the widespread use of government-developed lesson plans and digital instructional tools in Philippine secondary schools, little is known about how English teachers interpret and adapt these mandated materials in combination with PowerPoint-based instruction to meet diverse classroom needs. This study examines how Filipino English teachers interpret and implement government-developed lesson plans in combination with PowerPoint-based instruction in secondary school classrooms. It explores teachers’ perceptions of the effectiveness of these instructional resources and the challenges they encounter when adapting centrally designed materials to  diverse learner needs. Employing a mixed-methods design, the study involved eight English teachers from a public secondary school in the Philippines. Data were collected through non-participant classroom observations and online questionnaires consisting of both closed-ended and open-ended items. Quantitative data were analysed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings indicate a strong teacher preference for PowerPoint due to its flexibility, visual affordances, and capacity to support interactive learning. Despite this preference, textbooks remain valued for providing structure, supporting independent learning, and ensuring curriculum coverage. Government-developed lesson plans were perceived as useful for alignment with national standards, but were frequently criticised for their limited flexibility, requiring teachers to adapt them to suit classroom realities. Key challenges identified include time constraints, limited professional training, and unequal access to technological resources. The study highlights the importance of blended instructional approaches that integrate digital tools with conventional materials and underscores the need for greater teacher autonomy, targeted professional development, and improved infrastructure to support effective technology integration in English language teaching.