MATATAG in Twilight Years: Exploring the Meaningful Experiences of Sexagenarian Teachers in the Department of Education Under New Curriculum

This study explored the meaningful experiences of sexagenarian teachers in the Department of Education under the MATATAG Curriculum. A qualitative multiple-case study design was employed, involving five teachers aged 60–69 from selected districts in the Division of General Santos City. Total sampling was used, and data were analyzed using the Colaizzi method to gain an in-depth understanding of their perspectives. Findings revealed shared patterns in curriculum adaptation, technology use, and experiences of recognition from students, parents, and administrators. Common challenges included limited instructional time, difficulties with new technologies, and sustaining student engagement. To address these, participants sought collegial support, utilized group activities and video-based strategies, and participated in professional development. Variations across cases were also observed in technology integration, engagement strategies, and coping approaches. Some participants experienced resistance to new methods, while others encountered challenges related to classroom setup and student motivation. These findings underscore the importance of continuous learning, adaptability, and strong support systems in sustaining teacher effectiveness amid curriculum changes.