Teaching in Transition: An Exploration of Teachers’ Perspectives on the MATATAG Curriculum
DOI:
https://doi.org/10.64169/dje.180Keywords:
Curriculum reform, educational transition, MATATAG curriculum, professional development, teachers’ perceptionsAbstract
In education, stagnation limits development; thus, a curriculum evolves. The MATATAG curriculum was implemented to enhance the Philippine education system, and while related studies highlight its positive features, most focus on broad perspectives rather than teachers’ in-depth experiences. Therefore, this study examined teachers’ perceptions during the early implementation of the curriculum, focusing on instructional implementation, training, and workload. Employing an embedded mixed-methods approach, the study revealed teachers’ positive views of the MATATAG curriculum, identifying major strengths such as reduced subject areas and age-appropriate content. However, there are still evident challenges, such as time constraints and a lack of resources. Teacher training proved beneficial; however, stronger institutional support and additional resources are still needed. Lastly, the workload was generally described as manageable. The teachers have an affirming outlook on MATATAG curriculum implementation because they understand its benefits and its difficulties. Overall, teachers are expected to demonstrate their readiness and flexibility, capacities that may encourage successful implementation of the curriculum.
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Copyright (c) 2026 Genesis Denielle Capulong, Raiza Joy, Lyka Ann Morales , Marella Ann M Garavillas, Maureen Lei Mangulabnan, Dr. Jenelyn T. Peña
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