Teachers’ Sentiments on the Implementation of Deped Matatag Curriculum
DOI:
https://doi.org/10.55927/eajmr.v4i6.192Keywords:
DepEd Matatag Curriculum, Teacher Sentiments, Curriculum Implementation, Elementary Teachers, Narrative InquiryAbstract
This study explored elementary teachers’ sentiments on the implementation of the DepEd Matatag Curriculum using qualitative narrative inquiry with semi-structured interviews of seven teachers from three elementary schools. The objectives were to explore teachers’ sentiments about the curriculum, their classroom preparedness, and apprehensions regarding the transition. Results revealed optimism about the curriculum’s focus on foundational literacy, numeracy, and values education, but significant concerns were raised about insufficient orientation, limited training and resources, and increased workload. Frequent policy changes contributed to uncertainty and apprehension. Despite challenges, teachers demonstrated strong commitment and adaptability. The study concludes that comprehensive training, clear communication, and adequate resources are essential to support effective curriculum implementation. Strengthening institutional support is crucial to achieving the Matatag Curriculum’s goals and improving educational outcomes in the Philippines.
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Copyright (c) 2025 Ma. Alma C. Dadul, Rey G. Labutap, Nijelyn B. Pag- Arigon, Kierra Joy D. Dacuno, Ma. Diana R. Biasong
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