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Abstract
This study determined the teachers' efficacy in unpacking competencies in the MATATAG Curriculum in the District V Malaybalay City Division, School Year (SY) 2024-2025. This study delved into the lived experience of the teachers in unpacking competencies in the MATATAG Curriculum and found out the technical assistance that has been provided to equip the teachers in unpacking competencies. This study employed a phenomenological qualitative research design. The participants were delimited to two teachers per school in the public elementary schools in the District V Malaybalay City Division, making it 10 participants. These teachers were the ones who were trained and implemented the MATATAG Curriculum. The researcher employed researcher-made interview guide questions to collect the data required to address the inquiries of this study. This study only had the teachers in the District V Malaybalay City Division for the School Year 2024-2025 who participated in the MATATAG Training as participants of the study. The research uncovered these key findings: Teachers perceive that successful preparation for the MATATAG Curriculum requires a holistic and adaptable approach, integrating formal training with personal learning initiatives, collaborative engagement with peers, and a commitment to ongoing professional development, to effectively navigate the dynamic demands of the evolving educational landscape. Teachers report that practical technical assistance for unpacking competencies is perceived as a comprehensive and multifaceted system, encompassing accessible resources, formal training, capacity-building initiatives, personalized support, expert guidance, practical feedback, ongoing monitoring, and consistent provision of updated materials, all contributing to enhanced teacher preparedness and successful curriculum implementation.
