SCHOOL READINESS, GAPS AND PROSPECTS IN THE IMPLEMENTATION OF MATATAG CURRICULUM IN GONZAGA WEST DISTRICT: BASIS FOR AN INTERVENTION PLAN

Abstract This study investigated the school readiness, gaps and prospects in the implementation of MATATAG Curriculum in Gonzaga West District, which would serve as the basis for Intervention Plan. Utilizing a quantitative descriptive comparative design, data were collected from 14 School Heads and 150 teachers in Gonzaga West District. Curriculum. Findings reveal that Elementary schools in Gonzaga West District are highly ready on the implementation of Matatag Curriculum along the DepEd 21st century skills, Information, Media and Technology Skills, Learning and Innovation Skills, Communication Skills, Life and Career skills. Teachers highly observed some gaps in the implementation of Matatag Curriculum. They displayed very positive prospect in the implementation of Matatag Curriculum. Schools which have a smaller number of enrollees displayed a higher level of readiness in the implementation of Matatag Curriculum. Schools which have more teaching personnel displayed lesser gaps to be observed during the implementation of Matatag Curriculum. Recommendations include targeted professional development, policy support, and Parents’ involvement. Researchers should more focus on the existing problems and issues encountered by the schools in the implementation, since the new curriculum is still on its on-going implementation. Keywords: DepEd Matatag Curriculum 21st-century skills, educational technology, Professional development, School readiness