2016年，菲律賓國會頒布法律實施新的高中計畫，將基礎教育週期增加了兩年。作為這項國家改革的一部分，學校必須招募和培養第一批高中教師以實施新課程。本研究採用混合方法，通過分析馬尼拉大都會私立學校的新高中教師在應對新要求、新義務和新增的不確定性時的感受（統稱為「需求感知」），來探索國家教育改革的微觀影響。本研究採用聚合平行設計的混合研究方法，由焦點小組討論的質性數據和問卷調查的量化數據得知，與需求感知有關的領域包括職業規劃、教學任務和經濟考量。量化數據進一步表明，高職業相關的需求感知與較低積極應對策略及低自尊有關。本研究的結果指出了職業相關的需求感知負荷是如何與教師的應對機制相關聯的。本文最後重點討論了在分析改革對教師的微觀影響時運用由社會變化而產生的需求感知的可行性，及可能的執行策略。

In 2016, the Philippine Congress enacted a law that added 2 years to the basic education cycle by implementing a new Senior High School (SHS) program. As part of this national reform effort, schools were required to recruit, orient, and train the first batch of SHS teachers to implement the new curriculum. This mixed methods study explored the microlevel effects of national education reform by analyzing the experiences of new SHS teachers at private schools in Metro Manila regarding new requirements, novel obligations, and increased uncertainties; these are collectively referred to as “perceived demand.” A convergent parallel design for mixed methods research was employed, and qualitative data from focus group discussions and quantitative data from a questionnaire revealed that several domains were related to perceived demand, including career plans, instructional tasks, and financial concerns. Quantitative data further indicated how heavy, career-related perceived demand was associated with less positive coping strategies and reduced self-esteem. The results demonstrate how the burden of career-related perceived demand relates to teachers’ coping mechanisms. The discussion focused on the viability of applying perceived demand caused by social change in analyzing the microlevel effects of reform on teachers, and possible strategies for implementation were discussed.