Teachers' Teaching Workload Experience, Work-Life Balance and Performance in the Implementation of the MATATAG Curriculum: Basis for Enhancement Program

Abstract The implementation of the MATATAG Curriculum requires attention not only to curriculum delivery but also to teachers' workload conditions, work-life balance, and performance. This study examined teachers' teaching workload experience, work-life balance, and performance in the implementation of the MATATAG Curriculum among 125 Grade 7 and Grade 8 teachers in selected public schools in the Division of Ozamiz City during School Year 2025-2026. A descriptive-correlational design was used. Data were gathered using adapted survey questionnaires on workload experience, work-life balance, and MATATAG Curriculum implementation, while teaching performance was based on IPCRF ratings. Mean, standard deviation, frequency, percentage, and Spearman's rho were used for analysis. Results showed that teachers' workload experience was low and therefore generally manageable (M = 3.95, SD = 0.76). Work-life balance was also rated low (M = 3.53, SD = 0.93), indicating that work responsibilities still intruded on personal life. Teachers' performance was high, with Outstanding ratings dominating all IPCRF Key Result Areas, particularly Content Knowledge and Pedagogy (80.80%) and Curriculum and Planning (80.00%). MATATAG Curriculum implementation was high overall (M = 4.18, SD = 0.79), with very high ratings in Implementation Challenges and Sustainability, Curriculum Content and Delivery, and Assessment and Monitoring. Correlation analysis showed that workload experience had a weak but significant negative relationship with MATATAG Curriculum implementation (rho = -0.227, p = .011), while work-life balance (rho = -0.094, p = .298) and teaching performance (rho = -0.053, p = .554) were not significantly related to implementation. The study recommends an enhancement program focused on workload management, resource support, protected preparation time, wellness support, and sustained professional development.