Philippine education is currently implementing a significant educational reform, the centerpiece of which is the K-12 curriculum. Being the centerpiece of this educational reform, K-12 curriculum requires the re-examination, and even a deliberate improvement of practices along its various components. This is to ensure better the success of the whole educational reform. Thus, there is corresponding need to improve on factors like, quality of teachers, instuctional materials, modes of instructional delivery, physical resources, library resources, and the like which are critical to improving the quality of the teaching-learning process.

The K-12 curriculum was conceived and implemented with the goal of developing skills for life and survival especially among the school-age population. Beyond this, it also aims to develop in them the skills necessary to compete and to cope with the fast technological changes and developments now occuring at a fast pace. Generally, this is in response to the ASEAN 2015 Integration and other international agreements and accords which the Philippines has entered into.

Critical to the attainment of these goals, however, is the teacher. It has long been established that the teacher holds the key to the quality of educational outputs and outcomes. Hence, the current educational reform has important implications for teacher development, both at the pre-service and in-service levels.