Teachers’ Perception and Challenges in Implementing Matatag Curriculum

This study aimed to explore the perceptions of teachers and the challenges they face in implementing the Matatag Curriculum within the Malaybalay City District I and District II, in the Division of Malaybalay City during the 2024-2025 academic year. Using a descriptive correlational research design, the study employed a quantitative approach involving purposive sampling of 150 teachers from 10 elementary schools, including those providing special education services. Data were collected using a validated questionnaire aligned with Fullan's and Guskey’s frameworks, assessing key areas such as perceived relevance, support and resources, professional development, and curriculum challenges. The findings revealed that teachers’ perceptions of the Matatag Curriculum were overwhelmingly positive, particularly regarding its relevance and alignment with educational goals. Teachers also rated their professional development and available resources highly, emphasizing the importance of training programs for effective curriculum delivery. However, teachers faced significant challenges, including addressing diverse student needs, adjusting teaching materials, and managing increased workload and stress. Despite these challenges, a significant relationship was found between the availability of support, professional development, and successful implementation of the curriculum. The study concludes that while teachers have a positive outlook on the Matatag Curriculum, the operational barriers to its full implementation remain substantial. This suggests that addressing challenges related to resources, workload, and continuous professional development is essential to ensuring the effective realization of the curriculum's objectives.