From Policy to Practice: A Qualitative Analysis of Magna Carta for Public School Teachers Implementation in Pambujan National High School

Abstract

The implementation of Republic Act No. 4670 (Magna Carta for Public School Teachers) at Pambujan National High School was examined in this study, with an emphasis on the discrepancy between policy requirements and actual practice. Three (3) purposively chosen participants—a proficient teacher (Teacher 1–7), a very proficient teacher (Master Teacher I–IV), and a school principal—were surveyed using semi-structured interviews as part of a qualitative case study design. Thematic analysis was used to examine the data in order to find trends about the application of policies and the experiences of teachers. Three main themes emerged from the findings: policy-practice friction, partial and policy-driven implementation, and implementation gaps, including promotion limits. Although DepEd regulations like DepEd Order No. 005 are used to operationalize RA 4670, s. Implementation is still mostly compliance-based in 2024. Due to a lack of plantilla posts and financial limitations, participants reported ongoing problems such as severe workloads, administrative responsibilities, and limited career advancement. These results show that actual school practices, which are influenced by institutional and contextual factors, differ from legislative intent. The study concludes that although RA 4670 provides a strong legal framework, its implementation is not fully institutionalized. It recommends strengthened policy enforcement, clearer guidelines, and increased resource allocation to ensure effective realization of teacher welfare provisions.