School Heads’ Readiness, Attitude and Experiences in the Implementation of the Matatag Curriculum among Public Integrated Schools

This study examined the readiness, attitudes, and experiences in implementing the MATATAG Curriculum in public integrated schools during the 2024-2025 school year. Using a descriptive-correlational design, data were gathered through a researcher-developed questionnaire based on educational policies. Findings indicated very high readiness, with strong commitment, professional development, and planning contributing to effective implementation. Positive attitudes, described as very committed, reflected leadership, adaptability, and teacher support, reinforcing curriculum success. Desirability of experiences were very high, particularly in training, stakeholder engagement, and alignment with teaching practices. While challenges such as balancing duties and resource management emerged, they did not hinder implementation. Statistical analysis found no significant differences in readiness across demographic factors but revealed positive correlations between readiness, attitude, and experience, emphasizing the role of preparation in successful curriculum execution. The study concluded that implementation was well-supported and effective, recommending continuous professional development, district-level monitoring, and increased DepEd support. Future research was suggested to assess long-term curriculum impact and enhance implementation strategies for sustained success.