ABSTRACT
This study was conducted to determine the experiences, challenges, and coping strategies of newly hired teachers in the implementation of the MATATAG curriculum, serving as the basis for an in-service training program during the School Year 2025–2026. Utilizing a qualitative phenomenological design, ten (10) purposively selected teachers were interviewed through semi-structured, face-to-face discussions. Thematic analysis revealed that teachers’ experiences included developing confidence, enhancing self-motivation, and spending more time in the process of adapting to the curriculum. However, they also encountered challenges such as additional workload, lack of training, and limited learning resources. To address these, teachers sought guidance from colleagues, adopted new teaching strategies, and attended seminars and training. The findings underscore the importance of structured in-service training programs to provide sustained support and ensure effective curriculum delivery.
Keywords: Teachers’ Experiences, Implementation, MATATAG Curriculum, In-Service Training Program
INTRODUCTION
The Philippine Basic Education System is undergoing a significant transformation with the implementation of the Department of Education’s (DepEd) MATATAG K-10 Curriculum. The reform is a direct response to persistent, structural challenges in past K-12 programs.
The poor performance on international assessments like PISA, and a mismatch between current learning outcomes and future workforce needs (Diquito, 2025). The name MATATAG itself encapsulates the curriculum’s ambitious four-pillar strategy. Make the curriculum relevant, take steps to accelerate delivery, take good care of learners, and give support for teachers (Villaver et al., 2024).
The successful integration of these new competencies, however, depends entirely on the preparedness and systemic support provided to the educators implementing them at the grassroots level. Research on the previous K-12 curriculum implementation has consistently highlighted challenges for teachers, including confusion over inconsistent policy delivery, a pervasive lack of materials resources, and sense of marginalization in the policy-making process (Bongco & David, 2020).
The MATATAG Curriculum is a Philippine basic education reform by the Department of Education (DepEd) launched to improve education quality and relevance. It features a decongested, competency-based curriculum focusing on foundational skills like literacy and numeracy, while integrating 21st century skills such as critical thinking, and digital literacy (Abrangan et al., 2022).
The Enhanced Basic Education curriculum was introduced through Republic Act number 10533, which aims to strengthen the curriculum by increasing the number of basic education programs by adding Kindergarten and two years of senior high school, which provides technical-vocational courses (Barrot, 2021).
Recently, the Department of Education launched the "MATATAG" Curriculum, which emphasizes providing students with essential 21st-century skills while decongesting the learning competencies by focusing on fundamental skills like numeracy and literacy (DepEd Order no. 10, s. 2024).
Gouëdard et al. (2020) stated that many countries are constantly reviewing their curriculum to provide learners with the knowledge, skills and competencies required to meet global trends. However, these changes in the curriculum can bring many challenges for teachers.
Teachers, as front-line implementers of educational policies, play an important role in the success of any curriculum reform (Irembere, 2020). However, Magallanes et al., (2022) suggest that understanding how teachers perceive these changes is also important because their attitudes and insights directly influence how curriculum reforms translate into classroom practices and student outcomes.
Gaps in MATATAG curriculum often involve an overloaded, fragmented curriculum with insufficient time for deep learning, leading to a lack of mastery, especially in the Philippines where issues include teachers’ shortages for specialized subjects and stakeholders support.
Thus, this study was conducted to find out the experiences of newly hired teachers in the implementation of MATATAG Curriculum in the Schools District of Tigbauan during the School Year 2025-2026.
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