Teacher Readiness in Implementing the MATATAG Curriculum in the South District Schools of Davao City, Davao del Sur

This study examined the level of readiness among Junior High School teachers in the South District Schools of Davao City, Davao del Sur, for implementing the Matatag Curriculum. Using a descriptive-correlational research design with a quantitative approach, data were collected through a structured questionnaire focusing on teacher demographics, training background, access to resources, and overall preparedness. The Pearson correlation test was employed to analyze the relationships among the variables. Results revealed a moderate level of readiness among teachers. While they showed willingness and optimism toward the curriculum’s goals, challenges such as insufficient training, unclear instructional guidelines, and limited access to learning resources were evident. A significant correlation was found between readiness and involvement in subject-specific training and collaborative activities, such as peer teaching and co-planning. In contrast, digital access and administrative oversight showed no significant relationship. These findings highlight that teacher readiness goes beyond compliance-it is shaped by meaningful preparation, relevant training, and sustained collaboration. To ensure the successful implementation of the Matatag Curriculum, it is recommended that school leaders establish ongoing professional development programs focused on curriculum-aligned strategies. These should include accessible, localized training, promote teacher collaboration, and provide regular mentoring and feedback. Investing in these targeted support systems will not only improve teacher preparedness but also empower them to adapt confidently to educational reforms.