Curriculum Delivery of English Language Macro-skills vis-à-vis Strategic Approach of Bukidnon Jesuit Mission School Teachers

Abstract. This study explores the curriculum delivery of English language macro-skills in all Senior High
Schools of Jesuit Mission Schools of Bukidnon Province. The participants of the study are all English
teachers in Bukidnon Mission District teaching the 21st Century Literature from the Philippines and the
World, English for Academic and Professional Purposes, Creative Nonfiction, Reading and Writing, Oral
Communication, and Creative Writing. The study employed data triangulation to confirm research
findings, reduce deficiencies, and provide credible and valid insights into the phenomenon. The
quantitative result shows a high congruency of intended and observed curriculum in antecedent,
transaction, and outcome; the 21st-century Literature from the Philippines and the World requires in-depth
curriculum review and re-alignment in all areas, and Reading and Writing, and Creative nonfiction
subjects suggest improvement in the Transaction. Three significant essences are produced in Moustaka
Phenomenology as to how the curriculum is delivered: potentials in the developmental stage, pedagogical
appropriation in the implementation stage, and actual results in the assessment stage. Twelve (12)
syntheses derived from the data triangulation became the rationale for the contextualized development
plan.