Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 11 (2025)

Supervisory Strategies to Overcome Teacher Resistance to the MATATAG Curriculum in Zone 1, DepEd Zambales

Jonna M. Bongar

Discipline: Education

 

Abstract:

Grounded on curriculum change theories anchored with the unfreez-ing, change, and refreezing as necessary stages in managing educa-tional transitions and the important roles of individual beliefs, systemic support, and supervisory strategies in implementing curriculum re-forms, this quantitative-descriptive study investigated the resistance encountered by teachers and the supervisory strategies employed by school heads during the implementation of the MATATAG Curriculum by assessing the extent of teacher resistance in various dimensions, evaluate the supervisory strategies used by school heads, and analyze the effectiveness of these strategies from the perspectives of teachers. This research utilized a validated survey questionnaire to gather data from 150 teachers and 62 school heads in selected public elementary schools whom majority of teacher-respondents were female early adults, serving for 6–10 years, held the rank of Teacher I, most were handling Grade I learners and had earned master’s units. On the other hand, most school heads were middle adults, serving as Head Teacher III with EdD units and supervising 6–10 teachers. Findings revealed that in terms of resistance, both groups agreed that teachers encoun-tered challenges related to readiness, structural and cultural con-straints, learning resources, and perceptions of the curriculum. Nota-bly, school heads perceived these challenges more intensely, particu-larly in the areas of support, training, and resources. Significant differ-ences in resistance were observed based on academic rank, highest ed-ucational attainment, age, and sex. Monitoring and assessment emerged as the most effective supervisory strategy, followed by pro-fessional development, emotional support, and collaborative commu-nication. These strategies were affirmed by teacher-respondents as vi-tal in mitigating resistance and facilitating smoother curriculum tran-sitions. Furthermore, there was a very high positive correlation be-tween supervisory strategies and the effectiveness of MATATAG Cur-riculum implementation, underscoring the importance of leadership practices in educational reforms. The findings also informed the crea-tion of an intervention plan aimed at reinforcing teacher support, strengthening leadership capacity, and improving training responsive-ness. In conclusion, while the implementation of the MATATAG Curric-ulum encountered moderate resistance, this was mitigated by proac-tive and supportive leadership. The effectiveness of school heads’ su-pervisory strategies particularly those emphasizing collaboration, feedback, and capacity-building, highlighted their pivotal role in change management. The study recommends the Department of Edu-cation may implement career-stage-aligned training programs and mentorship pathways for both teachers and school heads to sustain momentum and drive positive change in future curriculum reforms.



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