The Revised Grade One Curriculum: Its Effect on Teachers’ Workload, Learners’ Motivation and Schools’ Performance

This study determined the implementation level of the Revised Grade One Curriculum (MATATAG Curriculum) and its effects on teacher workload, learners’ motivation, and school performance in public elementary schools of Congressional District 2, Division of Bohol during School Year 2025–2026. It examined how curriculum reforms emphasizing decongested competencies and foundational skills influenced instructional responsibilities, learner engagement, and overall educational quality. A descriptive-inferential research design was employed, involving 263 respondents, including 122 school heads and 141 Grade One teachers were selected through stratified sampling to ensure proportional representation. Data were collected using validated and pilot-tested questionnaires measuring curriculum implementation, teacher workload, learner motivation, and school performance. School performance was assessed through instructional quality ratings, learners’ outcomes, institutional performance indicators, and rapid literacy and mathematics assessments. Weighted means and Multivariate Analysis of Variance (MANOVA) was used to determine the significant effect of the level of MATATAG Curriculum implementation on teachers’ workload, learners’ motivation, and school performance. Findings revealed that teachers and school heads perceived the MATATAG curriculum as highly implemented, although the lowest weighted means were observed in learner decision-making, effective use of instructional materials, and application of assessment results. The results revealed that the level of implementation of the Revised Grade One Curriculum had a significant effect on teachers’ workload (p < .001) and learners’ motivation (p < .001). This indicates that variations in the level of curriculum implementation were associated with changes in teachers’ workload and learners’ motivation. However, the level of implementation did not have a significant effect on school performance (p = 0.559), suggesting that other institutional or contextual factors might influence overall school outcomes. The study concludes that teacher workload and motivation play a critical role in effective curriculum implementation. Thus, recommending enhancing learner participation, improving resource access, promoting respectful classroom interactions, and investigating additional instructional and institutional factors to strengthen curriculum outcomes.