Paper Contents
Abstract
AbstractThis study explored the lived experiences of teachers in supporting learners adjustment to the newly implemented MATATAG Curriculum in secondary schools within the Division of Digos City. Ten Grade 7 teachers, specifically trained and assigned to implement the curriculum, participated in the research. Employing a phenomenological approach, in-depth interviews were conducted to capture their authentic perspectives on navigating the curriculum shift. Thematic analysis revealed several challenges, including limited access to professional development, insufficient instructional resources, and resistance to change among educators and stakeholders. Despite these obstacles, participants demonstrated resilience through coping strategies such as integrating digital tools, focusing on competency-based instruction, fostering peer collaboration, and engaging in self-directed learning. The findings underscore the importance of supportive educational policies, collaborative teaching environments, and innovative pedagogical practices. These insights can inform the development of teacher support programs, emphasizing capacity-building and sustainable curriculum implementation. Promoting a culture of continuous learning enhances teacher adaptability and effectiveness amid ongoing educational reforms.Keywords: MATATAG Curriculum, curriculum implementation, coping strategies, teacher experiences, educational reform
Copyright
Copyright © 2025 Lowella G. Dumaguit. This is an open access article distributed under the Creative Commons Attribution License.
