World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.562-585
Author
JERICHO S. VITA
Teacher I, San Manuel National High School
Tarlac City Schools Division, Region III
jericho.vita@deped.gov.ph
Abstract
The implementation of the MATATAG English Curriculum in the Philippines aims to strengthen foundational language skills, reduce content overload, and promote meaningful, competency-based learning; however, challenges in instructional delivery, assessment, and teacher preparedness persist, prompting the need to evaluate its effectiveness and inform strategic instructional planning. This study focused on English teachers of Grades 7 and 8 in selected public secondary schools under the Tarlac City Schools Division (TCSD), employing a descriptive-evaluative quantitative research design. A researcher-constructed survey questionnaire, validated by experts in English curriculum, language education, and educational management, measured teachers’ perceptions of curriculum competencies, instructional strategies, assessment practices, and approaches to addressing strengths, weaknesses, opportunities, and threats (SWOT). Data collected both face-to-face and online were analyzed using descriptive statistics and SWOT-based evaluative techniques. Results revealed that teachers consistently implemented learner-centered, innovative instructional strategies, collaborative planning, reflective practices, and performance-based tasks, demonstrating high engagement with the curriculum’s flexible and decongested design. Strengths were identified in instructional coherence and competency alignment, while challenges remained in time management, sequencing of competencies, and maximizing assessment practices. These findings informed the development of a strategic instructional plan that leverages curriculum strengths, addresses weaknesses, and supports sustained implementation. The study highlights the importance of teacher agency, adaptive pedagogy, and collaborative reflection in translating curriculum intentions into effective classroom outcomes, thereby promoting enhanced literacy, communication, and 21st-century skills among learners, and offering actionable insights for policymakers, school leaders, and educators in curriculum implementation.
Keywords: MATATAG English Curriculum, SWOT analysis, instructional strategies, curriculum implementation, 21st-century skills
https://doi.org/10.65494/pinagpalapublishing.258
