World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,659-665
JESLENE L. PUSING
Faculty, Osmena Colleges, MAT- Math
ORCID NO. 0006-5927-1931
Email: lupaguejeslene@gmail.com
ABSTRACT
This study examined the roles of school heads in the professional development (PD) of Mathematics teachers supporting the MATATAG Curriculum implementation in the City Schools Division of Masbate for the School Year 2024–2025. Employing a descriptive-correlational research design, data were gathered from 131 purposively sampled school heads and teachers using a validated researcher-made survey ($Cronbach’s \alpha \geq 0.70$). The demographic profile revealed a well-qualified workforce, with 82.5% pursuing or holding graduate degrees and 67.9% receiving "Outstanding" performance ratings; however, a significant training gap was identified, as only 16.8% had attended formal MATATAG seminars. Findings indicated that while current PD initiatives such as workshops and peer collaboration are moderately effective, they lack hands-on application and rural contextualization. Statistical analysis revealed that educational attainment significantly influences the perceived effectiveness of PD, while age, years in service, and performance ratings significantly differentiate how educators perceive implementation challenges. Respondents strongly agreed (Mean: 3.29) that resource scarcity, time constraints due to non-teaching duties, and inadequate administrative support systems are major obstacles. The study concludes that while school heads act as vital instructional leaders, the transition to the new curriculum requires a shift from general oversight to specialized, data-driven mentorship and better resource allocation. Recommendations include the design of differentiated training programs, the establishment of "protected time" for collaboration, and the provision of localized teaching materials to ensure the curriculum’s sustainability and effectiveness.
Keywords: MATATAG Curriculum, School Leadership, Professional Development, Mathematics Education, Masbate City, Descriptive-Correlational
https://doi.org/10.65494/pinagpalapublishing.121
