Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 7 (2025)

Pedagogical Approaches and Assessment Practices in the Teaching of Filipino Among Filipino Non-Major Teachers: A Multiple-Case Study

Lyngel James Lape | Danilo G. Baradillo

Discipline: Education

 

Abstract:

The implementation of the MATATAG Curriculum in the Philippines presents opportunities for innovation, yet also poses challenges for teachers, especially those teaching Filipino as out-of-field instructors. This qualitative multiplecase study aimed to describe their lived experiences, analyze the challenges they encountered, and document the coping mechanisms and practices they employed in applying pedagogical approaches and assessment strategies. Using maximum variation sampling, five teachers from different types of schools participated, and data were gathered through in-depth interviews, validated through triangulation with other relevant informants. Ethical protocols, including informed consent, confidentiality, and compliance with the Data Privacy Act of 2012, were observed to ensure the trustworthiness of the findings. From the thematic analysis, the following themes emerged regarding teachers’ experiences: challenges in curriculum implementation, adjustments in strategies based on students’ abilities, a lack of support and instructional materials, classroom teaching experiences, and changes in teachers’ perspectives and efforts. In connection with this, the mechanisms for addressing the challenges were documented, including adapting pedagogy to students’ abilities and contexts, collaborating and consulting with fellow teachers, engaging in continuous professional learning, sourcing instructional materials, and practicing humane pedagogy. Although the cases showed similarities in changes in perspective, their differences in other dimensions were evident, emphasizing the importance of contextualized resources and teacher support. The study suggests that the successful implementation of the MATATAG Curriculum depends on sustained teacher training, adequate instructional support, and teachers’ creative adaptation to diverse contexts. The findings provide insights for policymakers, curriculum developers, and educational leaders on strengthening teacher support and professional development that are responsive to classroom realities.



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