International Journal For Multidisciplinary Research

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Pedagogical Approaches and Challenges Encountered by Public Secondary School Teachers in the Implementation of the MATATAG Curriculum

Author(s) Dr. PAULINO JR. JUAN LAGUER, Ms. JOY M. PERALTA
Country Philippines
Abstract This study examined the pedagogical approaches employed by public secondary school teachers and the challenges they encountered in implementing the MATATAG Curriculum in Zone 2, Schools Division of Zambales. Using a quantitative descriptive-correlational design, the study involved 350 public secondary school teachers from 35 schools in Palauig, Iba, and Botolan. Data were gathered using a structured questionnaire and analyzed through frequency, percentage, weighted mean, t-test, ANOVA, and Pearson correlation. Findings showed that both teacher-centered and learner-centered approaches were always employed. Demonstrator/modeling obtained the highest rating among teacher-centered strategies, while differentiated instruction ranked highest among learner-centered strategies. However, implementation challenges were often encountered across teacher-related, instructional/resource, professional development, school/administrative support, and learner/environment-related domains. Significant differences were found in selected pedagogical approaches and challenge domains when grouped according to profile variables, particularly age, length of service, educational attainment, subject taught, and number of trainings attended. Pearson correlation results revealed significant relationships between pedagogical approaches and challenges, indicating that teachers’ instructional practices are associated with the implementation difficulties they experience. The study concludes that MATATAG implementation is actively practiced but remains influenced by teacher characteristics and systemic constraints. Continuous professional development, adequate resources, and stronger administrative support are recommended.
Keywords MATATAG Curriculum, pedagogical approaches, teacher-centered learning, learner-centered learning, instructional challenges
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-11
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.81038
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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