Teachers’ Early Implementation Experiences of the MATATAG Curriculum in the Philippines: Challenges, Adaptive Practices, and Policy Implications

Abstract

The MATATAG Curriculum was introduced in the Philippines to streamline basic education and strengthen foundational learning. This qualitative study explored the early implementation experiences of 20 public and private school teachers in a highly urbanized city, focusing on the challenges encountered and their adaptive strategies. Data gathered through in-depth interviews and a focus-group discussion revealed that implementation was primarily hindered by combined logistical and pedagogical hurdles. Teachers struggled with accelerated lesson pacing, scarce aligned resources, difficulties in localizing content, and limited practical training, which exacerbated transition issues in early grades. To manage these obstacles, teachers demonstrated resilience through dynamic instructional adaptations. They modified teaching strategies, optimized classroom routines to address diverse learner needs, and relied heavily on professional collaboration to adjust curriculum delivery. Ultimately, the findings suggest that successful curriculum reform relies equally on intended design, adequate teacher preparation, timely provision of resources, and school-level structures that support instructional adaptation, offering vital practice-based evidence for ongoing policy and teacher development discussions.