Abstract
This study examined the socio-demographic profile, 21st-century skills, and Teachers' readiness to implement the MATATAG Curriculum of Pangantucan South and West District, Division of Bukidnon. It explored their competencies in information, media, technology, communication, and life and career skills, as well as their preparedness in pedagogical strategies, access to materials, and professional development. Additionally, it investigated how these factors influenced their ability to adapt to the evolving demands of curriculum implementation. Findings showed that most teachers were female (83.5%), aged 31–50, with 11 years or above of experience. They demonstrated high 21st-century skills, particularly in information and communication, but had moderate proficiency in technology-related tasks, such as using specialized digital tools. Teachers were highly prepared for the MATATAG Curriculum, though areas such as assessment methods, differentiated instruction, and access to digital resources required improvement. Statistical analysis found no significant relationship between teachers' socio-demographic profiles, 21st-century skills, and their readiness for curriculum implementation, indicating that external support and contextual factors play a crucial role in their overall preparedness. The study recommends targeted professional development, enhanced access to digital tools and learning resources, and stronger collaboration among teachers, administrators, parents, and stakeholders to ensure the successful and sustainable implementation of the MATATAG Curriculum. Strengthening mentorship programs, continuous training, and policy support will empower teachers to deliver quality education and foster a future-ready learning environment.
