Teachers' Readiness and Instructional Strategies Toward Implementing Matatag Curriculum

The aim of this study was to examine the readiness of teachers and their instructional strategies toward implementing the MATATAG Curriculum in selected schools in the three Congressional District, North Cotabato for the school year 2024–2025. The study utilized a descriptive correlational research design, with 260 teacher-respondents selected through purposive sampling. Data were gathered using standardized survey questionnaires adapted from validated instruments. Statistical tools employed in data analysis included mean, Spearman Rho, and multiple regression analysis. Findings revealed that teachers demonstrated a high level of readiness, particularly in terms of curriculum understanding, pedagogical preparedness, access to resources, and professional development. Teachers also displayed a high degree of self-efficacy, notably in the areas of innovative strategies, technological integration, and content knowledge. The extent of the implementation of the MATATAG Curriculum was also rated as “ready” across its key dimensions: curriculum design and content, teaching and learning enhancement, and implementation and support. Moreover, the study found significant relationship between teachers’ readiness and the implementation of the MATATAG Curriculum, especially in the areas of pedagogical preparedness and professional development. Regression analysis showed that pedagogical preparedness was the strongest predictor of curriculum design and content, while professional development significantly influenced teaching and learning enhancement. In terms of self-efficacy, computer self-efficacy emerged as the best predictor of teachers’ proficiency in innovative skills. Likewise, both technology integration and computer self-efficacy were identified as the strongest predictors of teachers’ technical skills, reinforcing the importance of digital competence in instructional delivery. Additionally, the findings indicated that teachers’ instructional strategies significantly influenced the implementation of the MATATAG Curriculum in curriculum design and content and teaching and learning enhancement, but not in implementation and support, suggesting that systemic factors play a larger role in that area. In conclusion, the study affirms that teacher readiness, technological proficiency, and self-efficacy are essential drivers in the effective implementation of the MATATAG Curriculum. It highlights the need for continuous professional development, strong instructional planning, and sustained support systems to ensure successful curriculum reforms in basic education.