Abstract
The implementation of the MATATAG Curriculum in the Philippines marks a significant shift from the K–12 Curriculum, necessitating adjustments from educators, particularly Social Studies teachers. This study explores the lived experiences of Grade 7 Social Studies teachers in both public and private schools in Banga, South Cotabato, Philippines, as they navigate this curriculum shift. Using phenomenological research design, the study examines the challenges encountered, adaptation strategies employed, and the overall impact of the curriculum shift on teaching practices. Data were gathered through in depth interviews with seven teachers and analyzed thematically. Findings reveal four major themes regarding teachers lived experiences: (1) Mixed Ease vs. Difficulty, (2) Adjustments in Teaching Preparations & Time, (3) Comparison to K–12 and Gains, and (4) Effects on Student Interactions & Engagement. Additionally, five key challenges emerged: (1) Major Challenges with Implementation, (2) Difficulty Understanding or Implementing Guidelines, (3) Impact on Workload & Access to Materials, (4) Support & Collaboration, and (5) Observations of Others’ Challenges. Teachers employed various adaptation strategies, including the use of external resources, collaborative learning, and digital tools to address instructional demands. The study underscores the need for enhanced support systems, adequate training, and resource availability to facilitate a smoother transition to the new curriculum. The findings contribute to policy recommendations that can inform educational leaders, curriculum developers, and policymakers in strengthening support mechanisms for teachers in future curriculum reforms.
