Evaluating Teachers’ Perceptions on the First Year of MATATAG Curriculum Implementation among Selected Schools: A Quantitative Analysis

John Del Calago Yunting; Maria Cecilia Robles Santos; Augustus Hospicio Cabalog Ampong, Jr.; Dainie Pandan Mejos; Jhimson Ajan Monreal

doi:10.36948/ijfmr.2025.v07i03.47139

Evaluating Teachers’ Perceptions on the First Year of MATATAG Curriculum Implementation among Selected Schools: A Quantitative Analysis

Author(s)	Mr. John Del Calago Yunting, Ms. Maria Cecilia Robles Santos, Mr. Augustus Hospicio Cabalog Ampong, Jr., Ms. Dainie Pandan Mejos, Mr. Jhimson Ajan Monreal
Country	Philippines
Abstract	The MATATAG Curriculum is a newly introduced educational reform initiative in the Philippines that aims to enhance foundational skills, promote learner-centered instruction, and streamline learning competencies. Given its phased implementation, understanding the perspectives of key stakeholders is critical for ensuring its effectiveness and sustainability. This study aimed to evaluate the perceptions of teachers on the first-year implementation of the MATATAG Curriculum, focusing on their adaptation, challenges encountered, perceived impact on teaching and learning, and overall implementation effectiveness. A quantitative-descriptive and correlational research design was employed, involving 102 Grade 1, 4, and 7 teachers from nine public and private schools across Misamis Occidental, Lanao del Norte, and Zamboanga del Norte. Data were gathered through a validated researcher-made questionnaire and analyzed using weighted mean, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman correlation coefficient. Results revealed that teachers generally perceived the implementation as mostly effective, with moderate levels of adaptation and perceived impact. However, moderate challenges were noted, particularly in time management, resource availability, and instructional pacing. Significant differences in perception emerged based on type of school, age, and years of experience, while no significant relationships were found between perceptions and teachers’ familiarity, training frequency, experience length or grade level taught. The findings suggest that implementation success is shaped by contextual factors beyond individual qualifications, emphasizing the need for system-level support and adaptive implementation strategies.
Keywords	MATATAG Curriculum, teacher perceptions, curriculum implementation, instructional challenges, educational reform
Field	Sociology > Education
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-06-05
DOI	https://doi.org/10.36948/ijfmr.2025.v07i03.47139
Short DOI	https://doi.org/g9pzzq

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Evaluating Teachers’ Perceptions on the First Year of MATATAG Curriculum Implementation among Selected Schools: A Quantitative Analysis

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