Teachers' Perceptions of the MATATAG Curriculum: Insights from Pilot Implementation

This study explored teachers' perceptions of the pilot implementation of the MATATAG Curriculum in a public high school in Valenzuela City. As a key reform in Philippine basic education, understanding these perceptions is vital in assessing its initial effectiveness. The research examined teachers' views in terms of overall acceptance, perceived benefits, and challenges related to implementation support. Findings revealed that teachers generally held favorable perceptions of the curriculum, particularly regarding its clear objectives, responsiveness to learners' needs, and potential to improve learning outcomes. However, concerns emerged about the adequacy of professional training and the availability of updated instructional resources. Differences in perception were also noted across demographic factors such as sex, age, and training participation, suggesting that professional experience and development opportunities shape teachers' views. Qualitative analysis highlighted the urgent need for sustained teacher training that focuses on curriculum design and assessment strategies, as well as the timely provision of relevant learning materials. Overall, the results suggest that teachers are receptive to the MATATAG Curriculum; however, its success will depend on the implementation of continuous, hands-on training programs, the sufficient allocation of teaching resources, functional feedback mechanisms, and regular evaluations. Broader comparative or longitudinal studies across school divisions are recommended to capture diverse implementation experiences.