World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.395-404
Juvy V. Jayubo
Gemma R. Mercader
The Philippine educational system has undergone numerous reforms to improve learning outcomes across developmental stages. One of the most recent initiatives is the MATATAG Curriculum, launched by the Department of Education (DepEd) as part of the ongoing efforts to streamline and strengthen the K–12 basic education program. The acronym MATATAG, which is derived from the Filipino word for “steadfast” or “resilient” embodies the national commitment to equip learners with foundational literacy, numeracy, and life skills necessary for lifelong learning and global competitiveness. MATATAG Curriculum presents considerable challenges for experienced teachers, which may hinder its smooth integration into established teaching practices. One of the main challenges is that a major change in teaching strategies is required.
The MATATAG Curriculum stresses critical thinking, creativity, and holistic development, therefore guiding teachers toward learner-centered, inquiry-based approaches rather than conventional lecture-based ones. For teachers used to traditional pedagogical approaches, this transformation means a significant adjustment in mental, instructional, and classroom management strategies.
The lack of sufficient tools and support systems presents still another major obstacle in using the MATATAG Curriculum. The availability of updated textbooks, teaching aids, digital tools, and other instructional resources significantly determines how well a program is implemented. Nevertheless, many schools could be limited by inadequate resources, which increases the responsibility on teachers to be creative and flexible despite these constraints. Such a shortage can hinder the delivery of the curriculum, therefore influencing learner involvement as well as the quality of education.
Teachers, as the primary facilitators of learning, are at the heart of this endeavor. Their perceptions, expectations, and perceived support needs during this pre- implementation phase are of paramount importance. Understanding how teachers view these significant changes, including potential challenges, perceived opportunities, and desired resources, is essential to ensuring a smooth and effective transition to the new curriculum.
Given these challenges, this study aims to determine how the implementation of the MATATAG Curriculum affects to Grade 5 teachers learning and how this implementation challenges relate to their performance. New curriculum inevitably brings about new demands, potentially impacting teachers' workload, stress levels, and overall sense of efficacy. Simultaneously, understanding teachers' perceived needs for professional development, access to materials, and administrative support is crucial to ensuring they have the resources to effectively implement the curriculum and mitigate potential challenges. As Fullan (2023) emphasizes, the success of any educational reform ultimately depends on the daily practices and experiences of those tasked with its implementation.
This is precisely why the researchers conducted this study to determine the perceptions of the Grade 5 teachers in MATATAG Curriculum changes. This sought to answer the following questions:
1. What are the challenges faced by Grade 5 teachers in implementing the new curriculum in Claveria North District?
2. How do Grade 5 teachers in Claveria North District perceive the impact of curriculum changes on their teaching performance?
3. How do Grade 5 teachers in Claveria North District adapt their teaching strategies to accommodate curriculum changes?
II. Methodology
Research Design
This study utilized a qualitative research design involving Grade 5 teachers in Public Elementary School from Claveria North District, Masbate Province. Identifying their perception on the implementation of New Curriculum ( MATATAG CURRICULUM) certainly helped the researchers capture the extend of the implementation of such a program. Qualitative research design is a flexible, non-linear blueprint for gathering, analyzing, and interpreting non-numerical data to understand complex human experiences, behaviors, and social phenomena. It focus on the “what, why and how through methods like interviews, observations and focus groups.
Sampling Technique
This study utilized a probability sampling technique, the respondents which were 25 grade 5 teachers in public elementary schools.
Respondents of the Study
For this study, there were twenty-five (25) Teacher-respondents teaching from public elementary schools in Claveria North District, Masbate, Province.
Data Gathering Instrument
Before the study was conducted, interaction between the interviewer and the participants can differ as each interview is unique and quality of the responses obtained from different interviews may vary significantly (Kumar, 2025). In other words, they are tools used to assist the researcher in collecting data. The tools used in this research was structured interview as a data collection technique. Most of the questions used in the interview were aligned with the questions and answers the exact same set of predetermined questions in the same order and clear. The researchers also set interview schedules based on participants’ available time to ensure convenience.
Statistical Treatment of the Data
All participants contacted through email containing details of the research and all participants’ chose to have the interviews carried out in their homes, where they felt more at ease in their surroundings and thus allowed them to speak more freely and openly on the research topic. Each participant was presented consisted of fifteen (15) with a similar set of questions seeking information relating their overall experiences on various aspects of changes in curriculum, including implementing the new curriculum, perceive the impact of curriculum changes on their teaching performance, and how their teaching strategies to accommodate curriculum changes. The questions were mainly open-ended questions. An example of an open ended-question included in the interview schedule is “What are your perceptions of curriculum changes?” Open ended questions like this allow the participant more scope to express thoughts and feelings (especially when sensitive issues are being discussed) and can offer more detail on the research subject (Sarantakos, 1988). The researcher sought to use language that was comprehensible and relevant to each of the participants being interviewed (Bryman, 2001). Vega (2022), which concluded after using voice recording, participants improved their speaking skills. An audio voice record was used the interviews.
Ethical Consideration
Respondents were informed about the study and its purpose. It was also emphasized that their participation was voluntary and all the data taken from them were treated with high confidentiality.
https://doi.org/10.65494/pinagpalapublishing.382
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