Teachers’ Satisfaction and Learners’ Performance in First Phase National Curriculum Reform: Key Stages 1 And 2 Perspectives
DOI:
https://doi.org/10.11594/ijmaber.07.10.09Keywords:
Curriculum Reform, Descriptive-Correlational Study, Educational Outcomes, Learner Performance, MATATAG Curriculum, Teacher SatisfactionAbstract
Large-scale educational reforms succeed or fail based on how changes affect both teachers and their students. This study examined the relationship between teachers’ satisfaction and learners’ performance during the inaugural 2024–2025 implementation phase of the national curriculum reform in basic education in the Philippines. This utilized a descriptive-correlational quantitative design. The sample consisted of 48 teachers and 240 learners across Key Stages 1 (Grade 1) and 2 (Grade 4) in the municipalities of Lambunao and Bingawan in the Third District of Iloilo. A validated modified Minnesota Satisfaction Questionnaire (MSQ) was used to measure professional satisfaction and the learners’ General Weighted Averages (GWA) was used to assess learners’ performance. Results suggested that teachers were satisfied with their jobs (M = 4.26, SD = 0.50), while learners recorded an outstanding level of performance (M = 90.97, SD = 1.51). However, there was no statistically significant relationship between teacher satisfaction and learner performance for Key Stage 1 (r = 0.04, p = .60), Key Stage 2 (r = -0.33, p = 0.11), or the combined group (r = -0.15, p = 0.31) according to Pearson’s r analysis results. This indicates that there is a “decoupling” influence during initial transition phase, where the systematization of the curriculum materials and stabilizers promotes learners’ success irrespective of the teachers’ feelings. The study concludes that although national curriculum reform in basic education fosters professional dignity and high achievement, satisfaction alone is not a linear predictor of pedagogical success during a standardized rollout.
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Data Availability Statement
The data that support the findings of this study are available from the corresponding author upon reasonable request. Data are not publicly available due to privacy and ethical restrictions regarding the protection of participant confidentiality in educational settings.
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Copyright (c) 2026 Herlene V. Patarata, Joven C. Caspillo, Sotero C. Conadera Jr., Lowelyn S. Colmo, Michael M. Luna
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