WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue IX (September 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue IX (September 2025), pp.247-249
BRIAN O. SERRANO
MAED- EM Student, DSSC, Davao del Sur
Introduction
Curriculum development in the Philippines has undergone significant reforms, particularly with the rollout of the MATATAG Curriculum. While national standards aim to elevate educational outcomes, their implementation often reveals between policy and practice. The study investigates how teachers’ frontline implementers experience, adapt to, and reflect on curriculum realities in their local contexts.
Methodology
Using qualitative methods, the researcher conducted semi-structured interviews with 7 public secondary school teachers from Pedro A. Arhes National High School and neighboring campuses. Participants included Master Teachers and Teacher I-III rank educators across English, ESP, and General subjects. Purposive sampling was used. Thematic analysis was employed to identify recurring patterns and insights.
Results and Discussion
1. Curriculum Misalignment and Overload
Teachers reported that curriculum content often exceeds students’ actual proficiency levels and available instructional time. Frequent revisions and overlapping competencies across grade levels compound confusion and stress.
2. Lack of Contextual Relevance
Several teachers noted that lessons fail to reflect students’ lived experiences, cultural backgrounds, or future employment needs.
3. Resource Scarcity
Inadequate teaching materials, limited access to training, and scarcity on contextualized resources were common concerns. Teachers often resort to self-research or peer collaboration to bridge gaps.
4. Adaptive and Innovative Strategies
Despite constraints, teachers implement remedial sessions, develop localized lesson exemplars and applied differentiated instructions. The grassroots innovations reflect a commitment to learner centered education.
5. Professional Development and Stakeholder Involvement
Participants emphasized the importance of continuous training and stakeholder feedback in curriculum design. They advocated for flexible frameworks that accommodate diverse school settings.
References
Abarca, C. (2023, August 10). DepEd launches recalibrated K to 10 curriculum, to start in SY 2024–2025.
Department of Education. (2024a, July 23). DO 010, s. 2024 – Policy guidelines on the implementation of the MATATAG Curriculum.
Department of Education. (2024b, July 28). DepEd releases policy guidelines for MATATAG Curriculum implementation for SY 2024–2025.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.
Posner, G. J. (2004). Analyzing the curriculum (3rd ed.). McGraw-Hill.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
DOI 10.5281/zenodo.17230597
