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Research Article

 Lived Experiences of Teachers and Emerging Readers in English 7 Under the MATATAG Curriculum

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Joan Kate Gulmayo , Rebecca Subillaga
Psych Educ Multidisc J, 2025, 36 (5), 580-606, DOI: https://doi.org/10.70838/pemj.360509, ISSN 2822-4353
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Abstract

Navigating the complexities of literacy education under the MATATAG Curriculum presents both challenges and opportunities for teachers and emerging readers. This study investigates the lived experiences of teachers and emerging readers in English 7 under the MATATAG Curriculum, focusing on challenges and instructional strategies. Employing a qualitative, transcendental, phenomenological approach, the study captures the voices of English teachers and emerging readers through in-depth interviews and focus group discussions. Data analysis utilized Braun and Clarke's (2006) thematic analysis to uncover key insights. The results reveal that while the MATATAG Curriculum aims to strengthen foundational literacy, teachers face significant challenges, including limited instructional time, resource shortages, impacting their teaching effectiveness. Emerging readers, struggle with self-doubt, disengagement, and challenges in decoding and comprehending texts. Despite these obstacles, the study highlights various adaptive instructional strategies, such as differentiated instruction and personalized learning approaches. Additionally, parental support mechanisms—like regular communication and involvement in home-based reading activities—positively affect students' literacy development. This research provides critical insights for curriculum development, indicating the need for adjustments in resource and emphasize the importance of teacher training to better support diverse learners. The findings advocate for intervention programs and stronger partnerships with parents to enhance reading proficiency and engagement among learners.

Keywords challenges lived experiences instructional strategies readers MATATAG Curriculum
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The team behind this paper

2 authors, 2 institutions.

This paper Tacurong National High School Department of Education — Philippines Tacurong National High … 1 author Sultan Kudarat State University Sultan Kudarat State Un… 1 author Joan Kate Gulmayo — corresponding author JG Joan Kate Gulmayo ✉ Rebecca Subillaga RS Rebecca Subillaga

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Rebecca Subillaga 0x71E0D2…9DF2a7 450,000 (45%)
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Bibliographic Information

Joan Kate Gulmayo, Rebecca Subillaga, (2025).  Lived Experiences of Teachers and Emerging Readers in English 7 Under the MATATAG Curriculum, Psychology and Education: A Multidisciplinary Journal, 36(5): 580-606
Bibtex Citation
@article{joan_kate_gulmayo2025pemj,
author = {Joan Kate Gulmayo and Rebecca Subillaga},
title = {Lived Experiences of Teachers and Emerging Readers in English 7 Under the MATATAG Curriculum},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {36},
number = {5},
pages = {580-606},
doi = {10.70838/pemj.360509},
url = {https://scimatic.org/show_manuscript/5030}
}
APA Citation
Gulmayo, J.K., Subillaga, R., (2025).  Lived Experiences of Teachers and Emerging Readers in English 7 Under the MATATAG Curriculum. Psychology and Education: A Multidisciplinary Journal, 36(5), 580-606. https://doi.org/10.70838/pemj.360509

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