Implementing the MATATAG Curriculum: A Qualitative Study on Teachers’ Challenges, Adaptation Strategies, and Support Needs
Ana Joy N. Malinao | John Joerry S. Miano
Discipline: Education
Abstract:
Implementing new educational curricula often challenges teachers, requiring them to adapt to new pedagogical approaches, policies, and resource limitations. The MATATAG Curriculum, recently introduced in the Philippine education system, aims to enhance foundational skills and streamline learning competencies. This study explored the challenges, adaptation strategies, and support needs of elementary teachers in implementing the MATATAG Curriculum. Five teachers from particular schools in Santa Cruz Elementary participated in this study. This study used a qualitative, phenomenological research approach and was carried out from December 2024 to March 2025. Focus groups and in-depth interviews were employed as data collection techniques to get answers. The challenges for elementary teachers in implementing the curriculum are Resource and Infrastructure Constraints, Insufficient Training and Professional Development, Adaptability, and administrative work Issues. Themes identified regarding the effects of elementary teachers' challenges implementing the new curriculum include professional identity, mental and emotional stress, and uncertainty about one's capacity to handle stress. Despite these challenges, teachers employed various adaptation strategies such as resource improvisation, peer collaboration, self-directed learning, and time management techniques. However, the study underscores the need for stronger institutional support, including improved resource allocation, more structured training programs, and reduced administrative workload. Addressing these issues will enhance teaching effectiveness, reduce burnout, and ensure a smoother implementation of the MATATAG Curriculum, ultimately improving student learning outcomes.
References:
- Aguas, M. (2023). Curriculum congestion, resource limitations, and teacher preparedness: Challenges to the K to 12 program’s effectiveness. International Journal of Educational Development, 45(3), 123–135. https://doi.org/10.1016/j.ijedudev.2023.03.001
- Al Mamun, M., Lawrie, G., & Wright, T. (2020). Instructional design in higher education: Defining roles, structures, and frameworks. Educational Technology Research and Development, 68(6), 2981–2995. https://doi.org/10.1007/s11423-020-09809-5
- Albrecht, N. J., & Saggers, B. (2020). Teacher resilience during educational reform: A study on the impact of change on teachers in primary education. Journal of Educational Change, 21(3), 411–427. https://doi.org/10.1007/s10833-019-09358-2
- Briones, L. M. (2018). Philippine reforms and the K-12 Basic Education Program: Aligning education with global standards. Paper presented at the Stakeholders Conference, University of Makati, Makati City, Philippines. Retrieved from https://tinyurl.com/tp3ha5xj
- Brown, M., & Weber, C. (2022). Addressing the resource gap in modern curriculum implementation. Journal of Educational Change, 23(4), 465–482. https://doi.org/10.1007/s10833-021-09451-0
- Bubb, S., & Earley, P. (2004). Managing teacher workload: Work-life balance and wellbeing. https://doi.org/10.4135/9781446211564
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage Publishing.
- David, C. C., Reyes, M. L., & De Guzman, A. B. (2019). Pressures on public school teachers and implications on quality. Journal of Innovations in Teaching and Learning, 1(1), 1–15. https://doi.org/10.12691/jitl-7-1-1
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Retrieved from https://tinyurl.com/2wz6263v
- Davis, B. W., & Bowers, A. J. (2019). Examining the career pathways of educators with superintendent certification. Educational Administration Quarterly, 55(1), 3–41. https://doi.org/10.1177/0013161X18785872
- Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47, 47–61. https://doi.org/10.1007/BF02299597
- Estrellado, C. J. (2023). MATATAG Curriculum: Why curriculum [must] change? Journal of Interdisciplinary Perspectives, 2(1), 6–10. https://doi.org/10.69569/jip.2024.0001
- Fwu, C.-S., Chang, L.-C., & Wu, Y.-C. (2023). The role of job fit, job stress, and teaching self-efficacy in teacher well-being: A study of elementary school teachers implementing a new curriculum. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00947-x
- González-Arratia López-Fuentes, N. I., & Torres Muñoz, M. A. (2023). Stress, self-efficacy, resilience, and happiness among Mexican emerging adults during the confinement due to COVID-19. In Emerging adulthood in the COVID-19 pandemic and other crises: Individual and relational resources (pp. 135–154). Springer International Publishing. https://doi.org/10.1007/978-3-031-22288-7_9
- González-Valero, G., Zurita-Ortega, F., San Román-Mata, S., & Puertas-Molero, P. (2021). Extent of the relationship between burnout syndrome and resilience on factors implicit to the teaching profession: A systematic review. Revista de Educación, 394, 259–282. https://doi.org/10.4438/1988-592X-RE-2021-394-508
- Hajan, B. H., Castillo-Hajan, B., & Marasigan, A. C. (2019). Second language academic writing: A study of teachers’ beliefs and pedagogical practices in senior high school. Online Submission, 21, 9–35. https://doi.org/10.26803/ijlter.23.5.12
- Heckman, R., & Sarti, A. (2023). Teacher burnout and curriculum pressures: A systematic review. International Journal of Educational Research, 112, 102049. https://doi.org/10.1016/j.ijer.2022.102049
- Hong, X., Liu, Q., & Zhang, M. (2021). Dual stressors and female pre-school teachers’ job satisfaction during the COVID-19: The mediation of work-family conflict. Frontiers in Psychology, 12, 691498. https://doi.org/10.3389/fpsyg.2021.691498
- Ingersoll, R. M. (2003). Is there really a teacher shortage? University of Pennsylvania.
- Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
- Kusuma Trust. (n.d.). Teacher Professional Development Programme Evaluation. https://www.kusumatrust.org/project/tpd-evaluation/
- Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628
- Leithwood, K., Louis, K. S., Wahlstrom, K., Anderson, S., Mascall, B., & Gordon, M. (2010). How successful leadership influences student learning: The second installment of a longer story. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (Vol. 23, pp. 611–629). Springer. https://doi.org/10.1007/978-90-481-2660-6_35
- Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311
- Maslach, C., & Leiter, M. P. (2017). New insights into burnout and health care: Strategies for improving civility and alleviating burnout. Medical Teacher, 39(2), 160–163. https://doi.org/10.1080/0142159X.2016.1248918
- Morrison, E. H., & Vlachopoulos, D. (2023). Exploring secondary students’ emergency remote teaching and learning experience in science curriculum during the COVID-19 pandemic. Contemporary Educational Technology, 15(4), ep473. https://doi.org/10.30935/cedtech/13703
- Niemi, H. (2021). AI in learning: Preparing grounds for future learning. Journal of Pacific Rim Psychology, 15, Article e18. https://doi.org/10.1177/18344909211038105
- Orleans, A. V. (2020). Educational challenges in the Philippines. Broken Chalk. https://brokenchalk.org/educational-challenges-in-the-philippines/
- Padillo, M. L., Santos, R. P., & Navarro, J. L. (2021). MATATAG curriculum rollout: Understanding challenges for effective implementation. Academia.edu. https://www.academia.edu
- Pilvera, S. C., Trinidad, A. E., & Sabud, M. C. (2024). Building effective values educators: The role of emotional intelligence and instructional efficacy. Asian Research Journal of Arts & Social Sciences, 22(12), 178–188. https://doi.org/10.9734/arjass%2F2024%2Fv22i12607
- Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common core standards: The new U.S. intended curriculum. Educational Researcher, 40(3), 103–116. https://doi.org/10.3102/0013189x11405038
- Riger, S., & Sigurvinsdottir, R. (2016). Thematic analysis. In L. A. Jason & D. S. Glenwick (Eds.), Handbook of methodological approaches to community-based research: Qualitative, quantitative, and mixed methods (pp. 33–41). Oxford University Press. https://doi.org/10.1093/med:psych/9780190243654.003.0004
- Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475–514. https://doi.org/10.3102/0002831215585562
- Sahlberg, P. (2014). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press. https://doi.org/10.1111/j.1467-9752.2011.00323
- Santos, J. M., Navasero-Gascon, C. S., Borja II, R. E., Azarcon, R. O., & Santos, E. M. (2021). Paradigm shift to higher-quality education based on the SDG: A framework for reforms in teacher education programs. Journal of Lifestyle and SDGs Review, 4(1), e01921. https://doi.org/10.21934/jlsdr.v4i1.219
- Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7–8), 602–616. https://doi.org/10.1080/13540602.2021.1913404
- Suazo, M. R., & Almerez, Q. G. (2024). Adaptation to new learning modalities: A case study of kindergarten teachers’ practices. Journal of Interdisciplinary Perspectives, 2(2), 1–12. https://doi.org/10.5281/zenodo.10630814
- Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives, 27(35). https://doi.org/10.14507/epaa.27.3696
- Tan, C. (2017). Teaching critical thinking: Cultural challenges and strategies in Singapore. British Educational Research Journal, 43(5), 988–1002. https://doi.org/10.1002/berj.3295
- Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
- Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
- Warren, E., & Miller, J. (2013). Young Australian Indigenous students’ effective engagement in mathematics: The role of language, patterns, and structure. Mathematics Education Research Journal, 25(1), 151–171. https://doi.org/10.1007/s13394-013-0068-5
- Zhidong, B. (2012). An exploration of the driving force behind teacher resistance to curriculum reform. In P. L. R. Wang & K. K. P. Mok (Eds.), Education reform in China: Changing concepts, contexts, and practices (pp. 203–218). Springer. https://doi.org/10.1007/978-94-6209-010-1_14
Full Text:
Note: Kindly Login or Register to gain access to this article.
ISSN 2984-8385 (Online)
ISSN 2984-8288 (Print)