NAVIGATING TIME CONSTRAINTS: MATHEMATICS TEACHERS’ PERCEPTIONS OF THE TRIMESTER SYSTEM IN THE 2026–2027 SCHOOL YEAR

Authors

Ma. Melody M. Leanillo, Merlinda G. Daguman, Mae C. Ngo, Elizabeth C. Samson, Elizabeth C. Samson

Abstract

This paper examined what math teachers think about the new 2026– 2027 trimester system's timelines and how it will affect them and their students. Current literature discusses curriculum implementation, needed pacing, and student outcomes. However, it does not consider teachers' perspectives on how they understand, interpret, manage, and develop mathematics-specific strategies to meet student needs within tight timelines. This research employs a qualitative phenomenological methodology to provide a deep understanding of how teachers manage time constraints. The findings from this study reveal a time paradox: teachers want to focus on delivering content but feel that the speed at which they must deliver it limits their ability to provide conceptual depth, leading to cognitive overload, limited mastery, and less interaction. Additionally, teachers reported that this instructional pace shifted their students from deep learning to simply covering the content. To combat this time paradox, teachers use the following strategies to condense their delivery of required content: core skill prioritization, spiral reviews, technology integration, frequent assessments, etc.; however, these strategies increase their workload and emotional strain and pose a real risk to their work-life balance. Thus, while teachers can adapt their teaching to meet time constraints, their success depends on administrative support, a streamlined curriculum, and sufficient time for meaningful mathematical instruction.

Keywords

Trimester System, Mathematics Instruction, Teacher Perception