Abstract
A curriculum is a structured plan of learning experiences, subjects, and assessments designed to guide education. It includes content, teaching methods, and learning objectives to ensure systematic knowledge and skill development. This study aimed to explore the perceptions of Grade 7 teachers in handling MATATAG subjects in the school year 2024 -2025 as a basis for a teacher support plan. A descriptive research design was employed, with a sample of 38 Grade 7 teachers through complete enumeration sampling. Data were analyzed using a weighted mean to measure the level of agreement among teachers as curriculum implementers. The findings revealed an average weighted mean of 3.41 and standard deviation of 0.56, in terms of productivity interpreted as the teacher's perception of implementing the MATATAG curriculum, “Strongly Agree" that the teachers on average do feel that they are effective in their functions. In terms of well–being, the teacher's perception of implementing the MATATAG curriculum with an average weighted mean and standard deviation of 3.22 and 0.57 respectively, is interpreted as the work environment and culture within schools significantly influence the teacher’s well-being. The findings indicate that teachers are capable of adopting and fully implementing educational reforms. However, differences in support, workload, and time availability highlight the necessity of targeted interventions to ensure fair distribution of responsibilities and adequate support, empowering teachers as key agents in the evolving educational landscape. Finally, personalized support should be provided to teachers who need extra help, using data to track performance and address specific challenges. This plan ensures that teachers have the necessary resources, time, and support to implement the curriculum effectively while maintaining their well-being.
