Assessing Teachers’ Perspective on the Implementation of MATATAG Curriculum

This study investigates teachers’ perspectives on the implementation of the MATATAG curriculum, particularly their experiences, challenges, and well-being. Utilizing a mixed-method research design, data were collected from Grade 7 teachers at Libona National High School through survey questionnaires. Results show that while teachers view the curriculum as aligned with national standards and beneficial to student learning, its practical implementation is hindered by insufficient training, limited instructional resources, and increased workload. Demographic factors such as age, experience, and grade level assignment also shape teachers' views, with more experienced educators reporting greater concerns over adaptability and workload management. The study further reveals that teachers experience moderate levels of well-being, with emotional, physical, and professional stress linked to the curriculum's demands. Teachers emphasized the importance of continuous training, adequate learning materials, and reducing administrative duties to improve their instructional delivery. Moreover, they stressed the importance of collaboration among key stakeholders—school leaders, policymakers, and communities—to effectively support curriculum implementation. In response to these findings, the study recommends structured and ongoing professional development tailored to the specific needs of teachers, enhanced provision of teaching resources, and reduced non-teaching responsibilities. It also suggests improved curriculum monitoring and evaluation practices, along with strengthened support systems through mentorship, stakeholder engagement, and government-led initiatives. These measures are vital to ensuring the MATATAG curriculum is implemented successfully and sustainably, ultimately leading to improved educational outcomes.