Abstract
This study explored the challenges encountered in the implementation of the MATATAG Curriculum and their impact on teacher performance in Districts V and VI of the Division of Malaybalay City for the School Year 2024–2025. Grounded in Everett Rogers' Diffusion of Innovations Theory, the study examined factors that affect the adoption of the new curriculum among Kindergarten, Grade 1, and Grade 4 teachers. A descriptive research design was utilized, with data gathered through a validated researcher-made questionnaire (Cronbach's Alpha = 0.956) from 100 purposively selected teachers who had undergone MATATAG Curriculum training. The study focused on six dimensions of curriculum implementation: Curriculum Adaptation and Integration, Resource Availability, School Leadership and Support, Learner Engagement and Learning Outcomes, Teacher Attitudes and Beliefs, and Teacher Training. Data were analyzed using frequency, percentage, mean, standard deviation, and Pearson r correlation. The findings revealed that the majority of respondents were mid-career female teachers, aged 36–45, with 1–10 years of experience. The challenges in curriculum implementation were generally rated as occurring to a moderate or large extent, with resource availability and curriculum adaptation posing the greatest difficulties. While teacher performance remained high overall, challenges in alignment, engagement, and administrative support were noted to hinder effectiveness. The study recommends continuous, targeted professional development, strengthened administrative support, and improved access to teaching resources to ease the transition to the MATATAG Curriculum. Collaborative practices such as mentorship and professional learning communities are also encouraged to enhance teacher capacity and curriculum responsiveness. These findings aim to inform policy adjustments and practical strategies for sustainable curriculum reform in the Philippine basic education sector.
