Exploring MATATAG Curriculum Implementation in Public Elementary Schools in Kidapawan City: An Exploratory Sequential Mixed Methods Instrument Development Study
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Abstract
The implementation of the MATATAG Curriculum is a major educational reform aimed at strengthening foundational literacy, numeracy, and essential learning competencies in Philippine basic education. This study examined its implementation in selected public elementary schools in Kidapawan City using an exploratory sequential mixed methods design guided by the OECD framework. Qualitative data from 10 teachers, analyzed through Braun and Clarke's thematic analysis, identified six themes: Curriculum Understanding, Instructional Adaptation, Professional Development, Resource Support, Workload and Classroom Management, and Leadership and Collaboration. These informed a researcher-made survey administered to 60 teachers from three public elementary schools. Results supported the six implementation dimensions and revealed an overall positive perception of curriculum implementation (M = 4.04, SD = 0.40). Leadership and Collaboration (M = 4.32) and Resource Support (M = 4.25) received the highest ratings, while Curriculum Understanding (M = 3.46) and Instructional Adaptation (M = 3.74) were rated lower, highlighting areas needing additional support. The findings indicate that effective implementation relies on teachers' curriculum understanding, adaptive instructional practices, continuous professional development, adequate resources, manageable workloads, and supportive leadership. The study provides evidence to inform policymakers and school leaders in strengthening MATATAG Curriculum implementation in Philippine public elementary schools.
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