DEVELOPMENT OF AN ACTION PLAN ON TEACHER`S PREPAREDNESS IN THE FIRST PHASE IMPLEMENTATION OF THE MATATAG CURRICULUM

This study evaluated the preparedness of public-school teachers during the initial phase of the MATATAG Curriculum implementation. A total of 101 Grade 7 public school teachers from the Division of Tagum City served as respondents. The study employed a complete enumeration sampling technique and used a quantitative research design with a descriptive-correlational method. Data were analyzed through frequency and percentage, T-test, weighted mean, standard deviation, and Analysis of Variance (ANOVA). Results indicated that the overall readiness of teachers to implement the MATATAG Curriculum was rated as “High.” Further correlation analysis revealed that most demographic factors such as age, gender, and years of teaching experience did not significantly influence preparedness levels. However, educational background and specialization showed a notable impact on teachers’ ability to effectively implement the curriculum. Based on these findings, an action plan was proposed to address areas for improvement and strengthen teacher preparedness. The plan aims to enhance specific competencies aligned with the MATATAG Curriculum. Overall, this study provides valuable insights into the readiness of teachers at the onset of a major curriculum shift. It serves as a foundation for planning targeted professional development programs that support effective implementation and sustained success of the MATATAG Curriculum. Keywords: MATATAG Curriculum, Teacher Preparedness, Curriculum Implementation, Action Plan, Correlational Analysis, Quantitative Study.