Between Reform and Reality: A Phenomenological Study on Grade 1 Teachers’ Experiences with the MATATAG Curriculum

The implementation of the Department of Education’s MATATAG Curriculum in the Philippines represents a significant reform aimed at decongesting learning competencies and strengthening foundational literacy and numeracy among early-grade learners. This study explored the lived experiences of Grade 1 teachers in implementing the MATATAG Curriculum, focusing on their engagement, challenges, positive experiences, coping mechanisms, fears, professional realizations, and recommendations. The study sought to understand how teachers navigate the transition between curriculum reform intentions and actual classroom realities. Using a qualitative research design grounded in Husserlian descriptive phenomenology, the study involved thirteen Grade 1 teachers from public elementary schools in District I Luna, selected through purposive sampling. Data were gathered using a structured open-ended questionnaire designed to capture the participants’ written reflections and experiences. The collected responses were analyzed using phenomenological procedures, including transcription, horizontalization, coding, clustering of meaning units, and thematic analysis to identify the essence of the phenomenon. The findings revealed seven major themes: teacher background and initial engagement, implementation challenges, positive outcomes, adaptive coping mechanisms, fears and uncertainties, professional realizations, and recommendations for improvement. Results showed that teachers encountered difficulties such as limited instructional resources, diverse learner needs, time constraints, and changing implementation guidelines. Despite these challenges, participants observed improved learner engagement, stronger foundational skill development, and more focused learner-centered teaching. Teachers demonstrated resilience through lesson adaptation, collaboration, differentiated strategies, and continuous professional development. Their experiences also led to transformative insights emphasizing flexibility, mastery learning, and professional growth. The study concludes that while the MATATAG Curriculum has strong potential to improve foundational education, its successful implementation depends on adequate resources, clear policy directions, sustained training, and stronger institutional support systems. The findings provide valuable implications for curriculum developers, school leaders, and policymakers in improving educational reform practices and supporting teachers during curriculum transitions.