Challenges and Adaptive Strategies in Implementing the MATATAG Curriculum Perspectives of School Heads and Teachers
DOI:
https://doi.org/10.65339/ijsis.V1.I4.290Keywords:
Adaptive Strategies, Curriculum Implementation, Educational Leadership, Instructional Challenges, MATATAG Curriculum, School Heads, Teacher CollaborationAbstract
This study examined the challenges encountered and adaptive strategies employed by school heads and teachers in implementing the MATATAG Curriculum in public secondary schools in Palanas District, Masbate, Philippines. A quantitative descriptive research design was employed involving 18 respondents, comprising six school heads and 12 teachers selected through random sampling. Data were collected using a structured, expert-validated questionnaire and analyzed through frequency, percentage, weighted mean, and ranking. Findings revealed that respondents generally acknowledged implementation challenges, with an overall composite mean of 3.80. The lack of curriculum-aligned instructional materials was the foremost concern among school heads (M = 4.33), while teachers identified inadequate facilities, limited parental involvement, and low learner readiness as major challenges (M = 4.00 each). Despite these difficulties, respondents positively assessed adaptive strategies (M = 4.15), particularly Learning Action Cell sessions, collaborative curriculum planning, stakeholder partnerships, and values integration. The study concluded that effective curriculum implementation requires coordinated institutional support, adequate instructional resources, and sustained professional collaboration. It recommends strengthening teacher professional development, improving resource allocation, promoting collaborative instructional planning, and enhancing school-community partnerships. The findings are limited by the small, localized sample and reliance on self-reported perceptions, restricting their generalizability. This study contributes context-specific evidence for strengthening curriculum implementation and educational leadership in resource-constrained schools. Its findings support Sustainable Development Goal 4 (Quality Education), particularly the promotion of equitable learning opportunities and sustained teacher professional development.
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