Abstract
This study investigated the implementation of the MATATAG Curriculum, focusing on teachers' readiness and the challenges they encountered. The study examined the extent to which teachers possess the necessary knowledge, skills, and resources to deliver the MATATAG Curriculum effectively. The findings provided insights into areas for improvement to enhance teachers' readiness and address the challenges encountered, serving as a basis for the intervention program. This was anchored on Rukkumani Sinnathamby's Theoretical Framework of Teacher Readiness. The descriptive method with the use of questionnaires was utilized to gather data from the teacher-respondents. The percent formula, weighted mean, and chi-square were the statistical tools used to treat the data gathered. The findings indicate that the majority of respondents were aged between 30 to 39 years, predominantly female, and possess a significant level of educational attainment, with most holding Master's degree units. Most respondents had participated in the MATATAG curriculum training at the school level, with a training duration of 10 to 20 hours. Several key challenges were hindering the effective implementation of the MATATAG Curriculum, such as insufficient resources and inadequate professional development. Specifically, teachers reported insufficient time allocated for MATATAG subjects, a lack of relevant instructional materials, difficulties aligning the new curriculum with existing school resources, and, critically, insufficient professional development opportunities related to the MATATAG curriculum's implementation. To effectively implement the MATATAG Curriculum, the Schools Division Office's Human Resource and Development section must enhance professional development through job-embedded learning (JEL), incorporating practical, collaborative activities. School heads should establish mentorship programs pairing experienced and new teachers to facilitate knowledge sharing. The time allocation for MATATAG subjects requires review and adjustment to ensure sufficient teaching and learning time. The Learning Resource Management and Development System (LRMDS) must invest in high-quality, relevant instructional materials, including textbooks and digital resources. School heads should support teachers in aligning the curriculum with existing resources through workshops and collaborative planning. Finally, regular feedback mechanisms, such as Learning Action Cell (LAC) sessions and focus group discussions using surveys, observations, and student data, should monitor the effectiveness of these initiatives.
