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Abstract
Learning Action Cell (LAC) is an important part of a teacher's adaptation to new time allocations in the educational curricula, such as the MATATAG Curriculum. In LAC sessions, discussion of time allocation goals will ensure consistency in implementation but with quality instruction and engagement of students through effective classroom management. This study aims to identify how the Grade 4 Teachers of Gabi Elementary School (GES) can adjust to and cope with the MATATAG Curriculum’s new subject time allocation. The study used both mixed-method research designs which allows for a richer exploration of the challenges and strategies involved in curriculum adaptation. This survey will employ a Likert Scale to measure teachers’ responses. The sample population consists of four Grade 4 teachers. The result implies that in order to adapt and cope with the MATATAG Curriculum New Subject Time Allocation the teachers should; 1. teacher preparedness, 2. challenges identified by teachers, and 3. the effectiveness of Learning Action Cell (LAC) Sessions. The result of the study would be a great help to the administration of Gabi Elementary School (GES) to consider using new teaching strategies that will encourage and motivate teachers to learn, relearn and to learn again.
