Educational Policies: The Constraints of 45-Minute Sessions of Junior High School Teachers Under MATATAG Curriculum

A new time allotment of forty-five (45) minutes per course was brought about by the adoption of the MATATAG curriculum. The purpose of this study was to ascertain the opportunities and difficulties teachers had when adjusting to the reduced class times. Teachers' challenges experiences were described using a descriptive phenomenological design. Five (5) teachers were interviewed in-depth using purposive sampling. The following four (4) major themes emerged from the analysis of the collected data using thematic analysis method: (1) Teaching Strategies (2) Instructional Assessment; (3) Teacher Wellness; and (4) Learning Environment. The findings demonstrated that instructors have challenges when it comes to teaching within the constrained time period, but they modify their instructional methods to enhance student participation. It is advised to prolong the class hour to accommodate more in-depth contact, provide professional development on time and stress management, and support teacher wellness programs in order to allay these worries. The successful implementation of the MATATAG Curriculum requires teachers to adopt various coping mechanisms across different aspects of their professional responsibilities. By embracing adaptive teaching strategies and effective instructional assessments, prioritizing teacher wellness, and creating a positive learning environment, educators can navigate the challenges of the new curriculum and enhance student learning outcomes. Continuous professional development, collaboration, and support from the school community are essential in ensuring that teachers can thrive under the MATATAG Curriculum.