Philippine E-Journals

Teachers' Perceptions Of The Matatag Curriculum Implementation: A Descriptive-Comparative Study

Joren B. Dayanan | Margen V. Gaitan | Judith Rabacal

Discipline: Education

 

Abstract:

This study examined teachers’ perceptions of the implementation of the MATATAG Curriculum in a public secondary school in the Philippines. As a major educational reform initiative, the MATATAG Curriculum aims to streamline learning competencies, strengthen foundational skills, and improve instructional coherence. Given the central role of teachers in curriculum delivery, understanding their perceptions is essential in evaluating early implementation outcomes. The study specifically assessed teachers’ views regarding clarity of competencies, adequacy of instructional materials, effectiveness of teaching strategies, and the perceived impact on student learning outcomes. It also investigated whether significant differences existed in perceptions when teachers were grouped according to age and sex. A quantitative descriptive-comparative research design was employed. Total enumeration sampling was utilized, involving 62 teachers during the School Year 2025–2026. Data were collected through a validated 40-item Likert-scale questionnaire with established internal consistency (Cronbach’s a = .85). Descriptive statistics, including mean and standard deviation, were used to determine the level of perception, while independent samples t-tests were conducted to examine group differences at a 0.05 level of significance. Findings revealed that teachers generally held positive perceptions of the MATATAG Curriculum implementation (M = 3.76). Clarity of competencies received the highest rating, indicating strong agreement regarding curriculum structure and learning objectives. Adequacy of instructional materials received comparatively lower ratings, although still within the agreement range, suggesting areas for improvement in resource provision. Statistical analysis indicated no significant differences in perceptions when grouped according to age (p = .551) or sex (p = .326). The results suggest broad teacher acceptance of the reform and highlight the importance of institutional support, professional development, and resource allocation in ensuring effective curriculum implementation.