Exploring the Challenges of Experienced Teachers in Implementing the MATATAG Curriculum
Curriculum reform has placed teachers at the forefront of educational transformation, making their experiences essential to understanding the successful implementation of new educational policies. This study explored the lived experiences of experienced public school teachers in implementing the MATATAG Curriculum in Alabel 2 District, Division of Sarangani, Philippines. Specifically, it examined the challenges they encountered, the coping strategies they employed, and the curriculum's impact on their professional practice. A qualitative phenomenological research design was employed, involving ten purposively selected teachers with at least fifteen years of teaching experience. Data were gathered through semi-structured, in-depth interviews and analyzed using Colaizzi's seven-step phenomenological method. The findings revealed six major implementation challenges: time constraints and lesson pacing, limited opportunities for active and experiential learning, the need for continuous professional development, difficulties in adopting learner-centered instruction, curriculum adjustment and flexibility demands, and limited instructional resources and technology. To address these challenges, participants adopted various adaptive strategies, including contextualizing learning materials, integrating digital technologies, strengthening collaboration with colleagues and school administrators, engaging in continuous professional development and self-directed learning, and maintaining motivation through effective work-life balance. Furthermore, the MATATAG Curriculum positively influenced teachers' professional growth by promoting learner-centered instruction, technology integration, instructional innovation, collaborative practice, and reflective teaching despite increased workload and expanded responsibilities. The study concludes that experienced teachers play a critical role in the successful implementation of the MATATAG Curriculum through their resilience, adaptability, and professional expertise. Strengthening institutional support through sustained professional development, adequate instructional resources, collaborative learning communities, and teacher well-being initiatives is essential for enhancing curriculum implementation and ensuring the long-term success of educational reforms in Philippine basic education.