Abstract
The implementation of the MATATAG Curriculum represents a significant educational reform initiative of the Department of Education aimed at strengthening foundational learning competencies and improving the quality of basic education in the Philippines. This study explored the lived experiences of teachers and school heads amid educational challenges in strengthening the implementation of the MATATAG Curriculum. Utilizing a phenomenological qualitative research design, the study sought to understand participants’ experiences, challenges encountered, coping mechanisms, meanings ascribed to their experiences, and insights gained from curriculum implementation. The participants consisted of selected teachers and school heads from public secondary schools in the Dalipe High School, Cawayan East District, Schools Division of Masbate Province, who were purposively chosen based on their direct involvement in implementing the curriculum. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings revealed that participants experienced a period of adjustment and adaptation as they responded to curriculum changes, instructional demands, and diverse learner needs. Major challenges included limited instructional resources, workload concerns, insufficient training opportunities, technological constraints, and varying levels of learner readiness. To address these challenges, participants employed coping strategies such as collaboration, instructional innovation, professional development, resourcefulness, and reflective practice. The participants viewed curriculum implementation as a professional responsibility and an opportunity for growth despite existing difficulties. Their experiences highlighted the importance of supportive leadership, continuous capacity-building programs, adequate educational resources, and collaborative school cultures. The study concludes that successful implementation of the MATATAG Curriculum requires sustained institutional support, responsive educational policies, and active stakeholder engagement to bridge the gap between curriculum intentions and classroom realities.
Keywords: MATATAG Curriculum, lived experiences, teachers, school heads, educational challenges, phenomenology, curriculum implementation, instructional leadership
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