Implementation of MATATAG Curriculum in Public Elementary Schools

The study aimed to determine the extent of implementation of the MATATAG Curriculum in public elementary schools under the Teresa Sub-Office, Division of Rizal, during the School Year 2024–2025, with 150 teachers from the public elementary schools who served as respondents. The descriptive survey design was utilized to collect and analyze the data, and a researcher-made questionnaire was used as the main instrument. The study found that in the implementation of the MATATAG Curriculum in public elementary schools, curriculum design and content, teacher professional development, learning resources, and class programming assessment and evaluation are perceived by the respondents to be Much Implemented, as indicated in the obtained composite mean of 4.44. In addition, there is no significant difference in the extent of implementation of MATATAG Curriculum in public elementary schools as perceived by respondents with respect to curriculum design and content, teacher professional development, learning resources, and class programming assessment and evaluation in terms of their profile, which gained probability values that are greater than .05 level of significance. The study concluded that the MATATAG Curriculum is effectively implemented in public elementary schools, as evidenced by the respondents’ overall perception of it being Much Implemented across the key areas of curriculum design and content, teacher professional development, learning resources, class programming, assessment, and evaluation. It was recommended that school administrators continuously enhance the implementation of the MATATAG Curriculum by conducting regular reviews of curriculum design and content to ensure it remains responsive to learners’ needs and aligned with national educational goals.