##plugins.themes.academic_pro.article.sidebar##
Published
May 25, 2025
Download
Statistic
Read Counter : 85
Download : 56
Downloads
Download data is not yet available.
Main Article Content
Abstract
This qualitative phenomenological study explored the lived experiences of teachers in challenging areas regarding the implementation of the MATATAG Curriculum. Fourteen purposively selected teachers from various schools in a district in Capiz participated in the study. Data were analyzed using coding and thematic analysis. Findings revealed that teachers viewed their role in implementing the MATATAG Curriculum as facilitators of holistic learning, adaptive instruction, and inclusive education. While most had attended seminars and workshops, they expressed a need for more specialized and in-depth training. Key challenges included a lack of instructional materials, time constraints, and difficulties in adapting to the new framework. The physical environment significantly impacted curriculum implementation, with inadequate classroom space and resources hindering effective instruction. Environmental barriers such as overcrowded classrooms and insufficient facilities further complicated execution. Teachers identified the need for additional support, including increased funding, more teaching resources, and enhanced professional development. They also emphasized the importance of administrative and community support in ensuring successful curriculum implementation. The MATATAG Curriculum showed promise in improving pupils’ academic performance and learning outcomes, but its effectiveness depended on sufficient instructional support and resources. To overcome implementation challenges, teachers recommended stronger stakeholder collaboration, curriculum refinements, and enhanced training programs. They also highlighted the importance of adopting innovative and adaptive teaching strategies.These findings suggest that the successful implementation of the MATATAG Curriculum requires a comprehensive approach that integrates teacher training, resource allocation, and institutional support. Addressing the identified challenges and barriers will strengthen curriculum delivery and enhance student learning outcomes.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Bensurto, C. D., & Bernardino, L. T. (2025). Lived Experiences of Teachers in Challenging Areas in the Implementation of MATATAG Curriculum. International Journal of Multidisciplinary: Applied Business and Education Research, 6(5), 2610-2624. https://doi.org/10.11594/ijmaber.06.05.35
References
Abeln, L. (2015). Investigating the lived expe-rience of teacher decision-making: A phenomenological approach (Doctoral dissertation). Retrieved from https://digitalcommons.georgefox.edu/edd/61
Abragan, F., Abarcas, V., Aquino, I. M., &Bagongon, R. E. (2022). Research re-view on K-12 curriculum implementation in the Philippines: A generic perspec-tive. European Journal of Educational and Social Sciences, 7(1), 1–8. https://doi.org/10.5281/zenodo.7272126
Abragan, J. P., Baltazar, M. T., & Sanchez, R. (2022). Challenges in implementing cur-riculum reforms in Philippine basic edu-cation: Insights from teachers and admin-istrators. Asian Journal of Education Stud-ies, 15(3), 45–58
Abragan, J. R., Kilag, D. L., &Macasero, C. P. (2022). Educational reforms and curricu-lum implementation: A Philippine per-spective. Journal of Educational Innova-tions, 23(4), 102-114.
Abulencia, A. S. (2020). Challenges and re-sponses to curriculum reforms: A Philip-pine perspective. Journal of Education and Development, 11(2), 45-56.
American Psychological Association. (2021). Understanding educational challenges. Retrieved from https://www.jstor.org/publisher/apapubs
Aquino, E. (2024). Developing an evaluation scale for assessing the effective imple-mentation of Matatag Curriculum in Phil-ippine public schools: Exploratory se-quential design. Journal of Interdiscipli-nary Perspectives, 2(5), 167-184. https://doi.org/10.69569/jip.2024.007.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman
Bayot, A. C. (2024). The readiness and chal-lenges faced of grade 4 teachers in the implementation of MATATAG curriculum. Retrieved from https://www.researchgate.net/publication/389735675_The_Readiness_and_Challenges_Faced_of_Grade_4_Teachers_in_the_Implementation_of_MATATAG_Curriculum
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press
Bush, T. (2018). Leadership and management development in education. Educational Management Administration & Leader-ship, 46(2), 202-219.
Cabanero, A. C. (2024). Teachers’ preparation and school heads’ support on MATATAG curriculum: Bases for an intervention program. INSTABRIGHT e-GAZETTE, 6(2). Retrieved from https://www.instabrightgazette.com
CASEL. (2015). Social and emotional learning competencies. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emo-tional learning programs. Chicago.
Churchwell, K., Elkind, M. S., Benjamin, R. M., Carson, A. P., Chang, E. K., Lawrence, W., ... & American Heart Association. (2020). Call to action: Structural racism as a fun-damental driver of health disparities: A presidential advisory from the American Heart Association. Circulation, 142(24), e454–e468. https://doi.org/10.1161/CIR.0000000000000936
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Plano Clark, V. L. (2017). De-signing and conducting mixed methods research (3rd ed.). SAGE Publications.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
de Guzman, A. B. (2003). The dynamics of edu-cational reforms in the Philippine basic and higher education sectors. Asia Pacific Education Review, 4(1), 39-50.
Department of Education, Philippines. (2023). MATATAG Curriculum framework.
DepEd Memorandum 54, s. 2023. Department of Education.
DepEd. (2022). Guidelines on the implementa-tion of the MATATAG Curriculum. De-partment of Education, Philippines.
Farrell, E. (2020). Researching lived experi-ence in education: Misunderstood or missed opportunity? International Jour-nal of Qualitative Methods, 19, 1–10. https://doi.org/10.1177/1609406920942066
Fixsen, D. L., Naoom, S. F., Blase, K. A., & Friedman, R. M. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Florida Mental Health Institute.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Fullan, M. (2007). The new meaning of educa-tional change (4th ed.). Teachers College Press.
Fullan, M. (2015). The new meaning of educa-tional change. New York: Teachers Col-lege Press.
Fullan, M. (2015). The new meaning of educa-tional change. Teachers College Press.
Hajan B.H., Castillo-Hajan B., & Marasigan A.C. (2019). Second language academic writ-ing: A study of teachers' beliefs and ped-agogical practices in senior high school. Online Submission, 21(9), 9–35.
Hallinger, P., & Murphy, J. (2013). Assessing leadership and school improvement link-ages. Journal of Educational Administra-tion, 41(3), 320-334.
Jansen, J. D. (2020). Curriculum as a political and social practice. Curriculum Inquiry, 50(1), 39-54.
Kilag O.K.T., Andrin G.R., Abellanosa C., Vil-laver M.T.Jr., Uy F.T.& Sasan J.M.V.(2024) Matatag curriculum rollout: Understand-ing challenges for effective implementa-tion. *International Multidisciplinary Journal of Research for Innovation Sus-tainability and Excellence (IM-JRISE)*1(5).
Lagbao, J. (2024). INITIAL IMPLEMENTATION OF THE MATATAG CURRICULUM: VIEWS OF THE TEACHERS AND PRINCIPALS. EPRA International Journal of Environ-mental Economics, Commerce and Edu-cational Management. https://doi.org/10.36713/epra17629
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Lead-ership & Management, 40(1), 5-22.
Loza, J. F. (2024). How can teachers embrace curriculum change: Perceptions on the implementation of MATATAG curriculum. Philippine Normal University. https://www.studocu.com/ph/document/ateneo-de-naga-university/ab-bse-english/values-education-teachers-perceptionsonthe-implementationof-matatagcurriculum/112217394
MacaseroR.(2023) Less congested K–10 cur-riculum.Rappler.
Magsambol, B. (2024). Teachers dismayed by ‘chaotic’ rollout of Matatag curriculum. Rappler. https://www.rappler.com/newsbreak/in-depth/teachers-dismayed-chaotic-rollout-matatag-curriculum-school-year-2024-2025
Manansala, P., & Aquino, J. R. (2023). The role of school leaders in curriculum innova-tion in the Philippines. Philippine Journal of Education and Development Studies, 9(2), 112-125.
Merleau-Ponty, M. (2012). Phenomenology of perception (D. Landes, Trans.). Routledge. (Original work published 1945).
National Council of Teachers of Mathematics. (2018). Principles and standards for school mathematics.
OECD. (2019). Measuring student knowledge and skills: The PISA experience. Paris: OECD Publishing.
Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional Development Activities and Teacher Per-formance. International Journal of Educa-tion and Practice, 9(3), 497-506.
Piala, M.C., Kilag, O.K.T., Tañiza, F.N.T., Groe-newald, E.S., Abella, J.L., & Cordova Jr., N.A.(2024). Curriculum in action: Probing into facilitators and impediments in the Philippine educational setting.Journal Name, 2(1).
Rogers, E.M. (2003). Diffusion of innovations (5th ed.). Free Press.
Saro, J., Montejo, C., Sucong, J., Bustamante, M., & Perez, J. (2024). A Qualitative Explora-tion on the Perceived Impact of the MATATAG Curriculum on Basic Educa-tion Teaching in the School Year 2024-2025.International Journal of Advanced Multidisciplinary Research and Studies. https://doi.org/10.62225/2583049x.2024.4.4.3134
Tabalanza, J.A.C., Singh, M.B., Edris, A.A., &Tabajen, M.R. (2022). Effects of socio-emotional learning interventions before and after pandemic: A comparative litera-ture review.Asian Pacific Journal of Edu-cation, Arts and Humanities, 9(1), 1-15.
Tarraya H.O. (2023) Teachers' workload poli-cy: Its impact on Philippine public school teachers (Public policy analysis and re-view).Online Submission.
Tashakkori, A., & Teddlie, C.(2010). Mixed method research: Contemporary issues in an emerging field.InTashakkori,A.&Teddlie,C.(Eds.),SAGE Handbook of Mixed Methods in Social & Behavioral Research (2nd ed., pp. 1-41). SAGE Publications.
UNESCO.(2015). Education for all 2015 na-tional review: The Philippines.Paris: UNESCO.
van Manen, M. (2016). Researching lived ex-perience: Human science for an action sensitive pedagogy. Routledge.
Vitug, J. (2024). MATATAG Curriculum pilot: Challenges and lessons. Philippine Daily Inquirer.
Vu,T.&Nguyen,T.H.L.(2021). New curriculum, existing problems: Teacher perception of the English language curriculum renewal in Vietnam.Electronic Journal of Foreign Language Teaching,19(1),207–224. https://doi.org/10.56040/mcla1827von
Abragan, F., Abarcas, V., Aquino, I. M., &Bagongon, R. E. (2022). Research re-view on K-12 curriculum implementation in the Philippines: A generic perspec-tive. European Journal of Educational and Social Sciences, 7(1), 1–8. https://doi.org/10.5281/zenodo.7272126
Abragan, J. P., Baltazar, M. T., & Sanchez, R. (2022). Challenges in implementing cur-riculum reforms in Philippine basic edu-cation: Insights from teachers and admin-istrators. Asian Journal of Education Stud-ies, 15(3), 45–58
Abragan, J. R., Kilag, D. L., &Macasero, C. P. (2022). Educational reforms and curricu-lum implementation: A Philippine per-spective. Journal of Educational Innova-tions, 23(4), 102-114.
Abulencia, A. S. (2020). Challenges and re-sponses to curriculum reforms: A Philip-pine perspective. Journal of Education and Development, 11(2), 45-56.
American Psychological Association. (2021). Understanding educational challenges. Retrieved from https://www.jstor.org/publisher/apapubs
Aquino, E. (2024). Developing an evaluation scale for assessing the effective imple-mentation of Matatag Curriculum in Phil-ippine public schools: Exploratory se-quential design. Journal of Interdiscipli-nary Perspectives, 2(5), 167-184. https://doi.org/10.69569/jip.2024.007.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman
Bayot, A. C. (2024). The readiness and chal-lenges faced of grade 4 teachers in the implementation of MATATAG curriculum. Retrieved from https://www.researchgate.net/publication/389735675_The_Readiness_and_Challenges_Faced_of_Grade_4_Teachers_in_the_Implementation_of_MATATAG_Curriculum
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press
Bush, T. (2018). Leadership and management development in education. Educational Management Administration & Leader-ship, 46(2), 202-219.
Cabanero, A. C. (2024). Teachers’ preparation and school heads’ support on MATATAG curriculum: Bases for an intervention program. INSTABRIGHT e-GAZETTE, 6(2). Retrieved from https://www.instabrightgazette.com
CASEL. (2015). Social and emotional learning competencies. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emo-tional learning programs. Chicago.
Churchwell, K., Elkind, M. S., Benjamin, R. M., Carson, A. P., Chang, E. K., Lawrence, W., ... & American Heart Association. (2020). Call to action: Structural racism as a fun-damental driver of health disparities: A presidential advisory from the American Heart Association. Circulation, 142(24), e454–e468. https://doi.org/10.1161/CIR.0000000000000936
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Plano Clark, V. L. (2017). De-signing and conducting mixed methods research (3rd ed.). SAGE Publications.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
de Guzman, A. B. (2003). The dynamics of edu-cational reforms in the Philippine basic and higher education sectors. Asia Pacific Education Review, 4(1), 39-50.
Department of Education, Philippines. (2023). MATATAG Curriculum framework.
DepEd Memorandum 54, s. 2023. Department of Education.
DepEd. (2022). Guidelines on the implementa-tion of the MATATAG Curriculum. De-partment of Education, Philippines.
Farrell, E. (2020). Researching lived experi-ence in education: Misunderstood or missed opportunity? International Jour-nal of Qualitative Methods, 19, 1–10. https://doi.org/10.1177/1609406920942066
Fixsen, D. L., Naoom, S. F., Blase, K. A., & Friedman, R. M. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Florida Mental Health Institute.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Fullan, M. (2007). The new meaning of educa-tional change (4th ed.). Teachers College Press.
Fullan, M. (2015). The new meaning of educa-tional change. New York: Teachers Col-lege Press.
Fullan, M. (2015). The new meaning of educa-tional change. Teachers College Press.
Hajan B.H., Castillo-Hajan B., & Marasigan A.C. (2019). Second language academic writ-ing: A study of teachers' beliefs and ped-agogical practices in senior high school. Online Submission, 21(9), 9–35.
Hallinger, P., & Murphy, J. (2013). Assessing leadership and school improvement link-ages. Journal of Educational Administra-tion, 41(3), 320-334.
Jansen, J. D. (2020). Curriculum as a political and social practice. Curriculum Inquiry, 50(1), 39-54.
Kilag O.K.T., Andrin G.R., Abellanosa C., Vil-laver M.T.Jr., Uy F.T.& Sasan J.M.V.(2024) Matatag curriculum rollout: Understand-ing challenges for effective implementa-tion. *International Multidisciplinary Journal of Research for Innovation Sus-tainability and Excellence (IM-JRISE)*1(5).
Lagbao, J. (2024). INITIAL IMPLEMENTATION OF THE MATATAG CURRICULUM: VIEWS OF THE TEACHERS AND PRINCIPALS. EPRA International Journal of Environ-mental Economics, Commerce and Edu-cational Management. https://doi.org/10.36713/epra17629
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Lead-ership & Management, 40(1), 5-22.
Loza, J. F. (2024). How can teachers embrace curriculum change: Perceptions on the implementation of MATATAG curriculum. Philippine Normal University. https://www.studocu.com/ph/document/ateneo-de-naga-university/ab-bse-english/values-education-teachers-perceptionsonthe-implementationof-matatagcurriculum/112217394
MacaseroR.(2023) Less congested K–10 cur-riculum.Rappler.
Magsambol, B. (2024). Teachers dismayed by ‘chaotic’ rollout of Matatag curriculum. Rappler. https://www.rappler.com/newsbreak/in-depth/teachers-dismayed-chaotic-rollout-matatag-curriculum-school-year-2024-2025
Manansala, P., & Aquino, J. R. (2023). The role of school leaders in curriculum innova-tion in the Philippines. Philippine Journal of Education and Development Studies, 9(2), 112-125.
Merleau-Ponty, M. (2012). Phenomenology of perception (D. Landes, Trans.). Routledge. (Original work published 1945).
National Council of Teachers of Mathematics. (2018). Principles and standards for school mathematics.
OECD. (2019). Measuring student knowledge and skills: The PISA experience. Paris: OECD Publishing.
Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional Development Activities and Teacher Per-formance. International Journal of Educa-tion and Practice, 9(3), 497-506.
Piala, M.C., Kilag, O.K.T., Tañiza, F.N.T., Groe-newald, E.S., Abella, J.L., & Cordova Jr., N.A.(2024). Curriculum in action: Probing into facilitators and impediments in the Philippine educational setting.Journal Name, 2(1).
Rogers, E.M. (2003). Diffusion of innovations (5th ed.). Free Press.
Saro, J., Montejo, C., Sucong, J., Bustamante, M., & Perez, J. (2024). A Qualitative Explora-tion on the Perceived Impact of the MATATAG Curriculum on Basic Educa-tion Teaching in the School Year 2024-2025.International Journal of Advanced Multidisciplinary Research and Studies. https://doi.org/10.62225/2583049x.2024.4.4.3134
Tabalanza, J.A.C., Singh, M.B., Edris, A.A., &Tabajen, M.R. (2022). Effects of socio-emotional learning interventions before and after pandemic: A comparative litera-ture review.Asian Pacific Journal of Edu-cation, Arts and Humanities, 9(1), 1-15.
Tarraya H.O. (2023) Teachers' workload poli-cy: Its impact on Philippine public school teachers (Public policy analysis and re-view).Online Submission.
Tashakkori, A., & Teddlie, C.(2010). Mixed method research: Contemporary issues in an emerging field.InTashakkori,A.&Teddlie,C.(Eds.),SAGE Handbook of Mixed Methods in Social & Behavioral Research (2nd ed., pp. 1-41). SAGE Publications.
UNESCO.(2015). Education for all 2015 na-tional review: The Philippines.Paris: UNESCO.
van Manen, M. (2016). Researching lived ex-perience: Human science for an action sensitive pedagogy. Routledge.
Vitug, J. (2024). MATATAG Curriculum pilot: Challenges and lessons. Philippine Daily Inquirer.
Vu,T.&Nguyen,T.H.L.(2021). New curriculum, existing problems: Teacher perception of the English language curriculum renewal in Vietnam.Electronic Journal of Foreign Language Teaching,19(1),207–224. https://doi.org/10.56040/mcla1827von