Teachers’ Preparedness, Needs and Challenges in the Implementation of Matatag Curriculum

This research sought to determine the readiness, needs, and issues of teachers in the Iloilo Schools Division in implementing the MATATAG Curriculum in the 2024–2025 school year. There were 421 teachers who took part in the survey, sharing important findings on their readiness for the new curriculum. The findings indicated that although most of the teachers felt moderately ready, there was wide disparity between the confidence and competencies of their ability to efficiently deliver the curriculum. In specific terms, several teachers strongly acknowledged a need for more extensive and continuous professional support, especially on curriculum interpretation, performance-based measurements, and instruction strategies. Substandard instructional material and oversized classrooms were cited as major obstacles affecting efficient curriculum implementation. In addition, the study emphasized peer collaboration through the Learning Action Cells (LACs) and mentorship programs as crucial for developing teacher capacity. Even with these challenges, most teachers were willing to adjust to the new curriculum, as long as they were provided with proper support, according to the study. The research indicated that the success of the MATATAG Curriculum would hinge on filling these gaps with specific training, provision of resources, and systemic support. This research offers valuable insights into the measures necessary for enhancing teacher preparedness and the effective implementation of curriculum reforms in Philippine public schools.