Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 38 no. 3 (2025)

From Challenges to Solutions: How Teachers in Remote Schools Cope with the MATATAG Curriculum Shift

Reyin Joy S. Wabingga | Juvy Love Tomakin

Discipline: Education

 

Abstract:

This qualitative research explores the challenges faced by teachers in remote schools with coping mechanisms during the implementation of MATATAG Curriculum in the Philippines. It follows the descriptive-phenomenological research design which turned out to represent lived experiences of purposively selected five educators from a rural place in Davao del Sur. In-depth interview and focus group discussions were conducted to generate rich narratives that, when analyzed thematically, revealed the issues and adaptive strategies that have arisen during the curriculum shift. Four major challenges of the teachers show: insufficient and delayed delivery of instructional materials, technological and internet connectivity limitations, difficulties in curriculum contextualization, and lack of stakeholder understanding and support. These challenges became the barriers in the system of effective curriculum implementation that usually led to interruptions in teaching and disengagement of learners. All the teachers embraced these challenges, whereas constant ways of coping were quite resilient and innovative. The latter localized teaching approaches, utilization of offline and improvised resources, community collaboration, innovative assessment techniques, and reliance on peer support systems. These combined approaches did partially well toward that end but had not eliminated all gaps caused by persistent structural factors, particularly those associated with resources available and digital access. Such interface brought about challenges and coping strategies that both worked for and against student performance. Increased creativity and participation were observed among students; however, these experienced gaps in conceptual understanding due to perennial infrastructural problems. It brings to the fore issues of contextualization of curriculum and community mobilization, underscoring the requirement for reforms that are sustainable, driven by policy. Recommendations include resource upgrading and improved allocation; enhancing rural technological infrastructure; promoting a flexible and contextualized design and curriculum implementation; enhancing the stakeholder engagement, along the steps of continuous teacher development. The study affirms that while teacher innovation elevates teaching, the challenge of sustaining curriculum implementation lies in robust institutional and systemic support.



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