ABSTRACT
This research examined the experiences of Kindergarten teachers in the implementation of the MATATAG Curriculum in the Schools District of Calinog II, Division of Iloilo, during the school year 2025–2026. A qualitative phenomenological approach was used, and thematic analysis was applied in the analysis of the data from the in-depth interviews of ten (10) teachers who participated in the study and who were selected purposively.
The results of the study revealed dual phenomena of the curriculum implementation. Positive experiences from the implementation of the curriculum included the assessment practices, which were more student-centered, and the strong support from the school leaders, which increased the teaching effectiveness and learner engagement. The implementation of the curriculum also included negative phenomena such as resistance to change, limited instructional materials that were limited, and the workload that was high. The teachers used many coping strategies like attending trainings and seminars, updating instructional materials, personal research, and collaboration with other teachers and other stakeholders.
Based on the findings, an enhancement program was developed to strengthen the capacity of teachers through professional practices, resources, collaboration, and sustained supportive monitoring, as well as the psychosocial support to the teachers. The MATATAG Curriculum may be a means of improving the practice of teaching in early childhood education, but the lack of support may hinder its effectiveness with the help of the teachers.
INTRODUCTION
Teachers on the ground were happy that there is a MATATAG curriculum that could help them reduce their teaching loads and focus more on the literacy and numeracy improvement of the learners.
The MATATAG Curriculum was designed to decongest the existing K to 12 curriculum by about 70 percent, emphasizing the development of foundational competencies such as literacy, numeracy, and socio‐emotional skills while streamlining learning competencies to focus on essential learning for Kindergarten to Grade 10. It further highlights the integration of values formation, peace competencies (including conflict resolution and character development), and inclusive approaches to support diverse learners and promote learner well‑being. The reform aligns with DepEd’s agenda to produce competent, job‑ready, active, responsible citizens with skills relevant for the 21st century (Department of Education, 2025).
The MATATAG Curriculum, which covers Kindergarten to Grade 10, was officially introduced on August 10, 2023, to tackle the problems posed by the existing K to 12 Curriculum, including the congested content, uneven cognitive demands, etc. The new curriculum was implemented by the start of the 2024-2025 academic year. The framework aimed to lessen the overpopulation within the curriculum, strengthen the foundational skills, and improve the socio-emotional competencies of the learners, improving the learning outcomes of the Filipino learners and preparing them for future challenges (Philippine Information Agency, 2023).
The phases planned for the MATATAG Curriculum and the curriculum changes included the Kindergarten, Grades 1, 4, and 7, and the other grade clusters beyond SY 2027-2028, by which time Grade 10 will be offered, to include them. The Department of Education stated that in preparation for the MATATAG Curriculum, 267,900 teachers and personnel had been trained at various levels to support this large curriculum shift as of May 24, 2024 (Philippine News Agency, 2025).
The challenges regarding the implementation of the MATATAG Curriculum include insufficient training, vague instructional guidelines, and limited instructional resources. The school-level issues regarding preparation and support have been the major factors that have impacted the effective delivery of the curriculum (Atienza et al., 2025).
Pilot testing MATATAG brought about difficulties for teachers, specifically regarding understanding new competencies, and apprehensions around learning materials. These were issues reported directly by DepEd during the testing phase (Hernando-Malipot, 2023).
From the education stakeholders, especially the teachers' unions and lawmakers, critical feedback pointed out both a lack of depth in the curriculum and an inordinate amount of prep work and consultation. Reckless implementation placed a larger burden on teachers who were dealing with learning gaps due to the pandemic and a lack of resources (Barro, 2024).
For some teachers, the MATATAG curriculum is perfectly done, but the problem might be with the rollout. The rollout was implemented by Region, Division, and District, in which different venues with different trainers were involved. The rollout was done by involving different grade levels, including kindergarten. The needs of each grade level teacher are different from the needs of other teachers. But due to the large number of participants during the rollout, generic provision of materials, supplies, and even strategies was made, including the kindergarten teachers.
see PDF attachment for more information