Issues and Concerns on the Implementation of MATATAG Curriculum: Its Effect on the Teachers of Masbate National Comprehensive High School
DOI:
https://doi.org/10.65339/ijsis.V1.I2.89Keywords:
Administrative Support, Curriculum Implementation, Instructional Practices, MATATAG Curriculum, Professional Development, Professional Well-Being, Teacher WorkloadAbstract
This study examined the issues and concerns encountered by teachers of Masbate National Comprehensive High School (MNCHS) in implementing the MATATAG Curriculum, particularly its effects on workload, professional well-being, and instructional practices. The study was anchored on Tyler’s Rationale, Fullan’s Change Theory, the Job Demands-Resources Model, and Vygotsky’s Sociocultural Theory, with the Input-Process-Output model serving as its conceptual framework. A quantitative descriptive research design was employed involving 38 Grade 7 teachers selected from a population of 60 through purposive sampling after determining the sample size using Slovin’s formula. Data were collected through an expert-validated and pilot-tested structured survey questionnaire and analyzed using descriptive statistics and SPSS, with Cronbach’s Alpha used to assess instrument reliability. Findings showed that time constraints were the most pronounced implementation challenge, while insufficient instructional materials, increased workload, difficulties in aligning teaching strategies with new competencies, and assessment concerns also affected implementation. Difficulty aligning teaching strategies and resistance to change had notable effects on workload and professional well-being. Teachers responded by extensively using digital tools, collaborative learning, differentiated instruction, real-world applications, and formative assessment. They strongly recommended updated instructional materials, continuous training, teacher collaboration, administrative support, and reduced non-teaching workload. The study concludes that effective MATATAG Curriculum implementation requires sustained professional development, adequate resources, supportive leadership, collaboration, and manageable teacher workloads. The study primarily supports SDG 4 – Quality Education, while also relating to SDG 3 – Good Health and Well-Being, SDG 8 – Decent Work and Economic Growth, and SDG 17 – Partnerships for the Goals. Its sustainability impact lies in strengthening educational and institutional capacity, supporting teacher well-being, and promoting more responsive and sustainable curriculum implementation.
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