This qualitative study examined the practices of teachers on the integration of values in the Philippine curriculum in the Eastern Region of the Kingdom of Saudi Arabia (ERKSA), providing the narrative of the lived experiences of the participants in the (place) intercultural school environment, sociality (teacher-student parent relationships), and temporality (before, during, and after) instruction. It investigated how ordinary teaching practices make values learnable, enduring, and visible to the community, filling a long-standing vacuum in the literature where values education is frequently viewed as an add-on with little practical depth. Using the narrative inquiry and thematic analysis, the purposive interviews with the twelve (12) teachers under pseudonyms were coded throughout the before, during, and after phases, which revealed a logical prime, enact, and transfer cycle. These results support a Schoolwide Values Integration Plan that codifies teaching repertoires, monitors transfer markers using data-light techniques, standardizes the plan-protected minutes for priming and closure, and promotes fidelity through coordination of coaching and assistance. The study connects narrative accounts and system-level implementation by defining values as coached procedures integrated in disciplinary tasks and validated through behavior-visible indicators, which provide a viable, inclusive approach for whole-school development in the Eastern Region of the Kingdom of Saudi Arabia.

Keywords: values integration, teachers’ practices, narrative inquiry, thematic analysis, Philippine Curriculum Schools in Saudi Arabia, lived experiences, Eastern Region of the Kingdom of Saudi Arabia