Keywords:
MATATAG Curriculum
, curriculum implementation
teacher attitudes
pedagogical practices
education challenges

  • Abstract

    This study investigates the attitudes, practices, and challenges public and private secondary school teachers face in implementing the MATATAG Curriculum (MC), a reform initiative aimed at simplifying competencies and enhancing foundational skills in the Philippines. Using a sequential explanatory mixed-methods approach, data were collected through validated survey instruments and semi-structured interviews. The quantitative phase included 76 public and 38 private school teachers, analyzed using descriptive statistics and Mann-Whitney U tests, while qualitative data were thematically analyzed with 10 participants, 5 from each group. Quantitative findings revealed that while teachers perceived the curriculum as relevant and clear, public school teachers faced more challenges, including curriculum overload, administrative barriers, and resource unavailability. In contrast, private school teachers noted fewer systemic challenges but highlighted the need for more inclusivity and institutional support. Both groups employed student-centered strategies but faced difficulties in integrating technology and providing individualized support. Moreover, the qualitative phase provided deeper insights, highlighting teachers’ lived experiences, including overwhelming workloads, emotional stress due to resource scarcity, and the need for practical adjustments like prioritizing key competencies and simplifying lessons. Teachers demonstrated resilience through collaborative strategies, peer support, and a focus on professional growth. However, frustrations with inadequate systemic support and rapid curriculum pacing were prevalent. The study concludes that while the MATATAG Curriculum shows promise, effective implementation requires addressing resource disparities, refining curriculum pacing, and fostering participatory feedback mechanisms. Recommendations include differentiated training, resource augmentation, and a Collaborative Learning Ecosystem (CLE) to support equitable and effective curriculum delivery. This study could serve as basis to focus on longitudinal studies to assess the long-term impact of the MATATAG Curriculum on student outcomes, explore its adaptability in diverse regional contexts, and evaluate the effectiveness of proposed interventions in addressing systemic challenges.

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How to cite

Demate, D. R. B., Aclis, M. S., Catbagan, F. C. P., Molina, G. G., Ramos, N. U., & Patacsil, F. (2025). Exploring teacher perspectives on MATATAG curriculum implementation using sequential explanatory mixed method study: Basis for a collaborative learning ecosystem proposal. Multidisciplinary Reviews, (| Accepted Articles). Retrieved from https://malque.pub/ojs/index.php/mr/article/view/8311
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