Curriculum Revision: Teachers' Perspective towards matatag curriculum implementation

Chapter 1
●INTRODUCTION
Curriculum change is inevitable. The changes are dependent on the ever-changing needs of
students and the changes that occur in society. This characteristic of the curriculum has been
shown once more when the Philippine Department of Education (DepEd) introduced the
MATATAG curriculum, which covers kindergarten through grade 10, with the purpose of
meeting the evolving needs and demands of Filipino learners. The MATATAG curriculum
comprises four critical components: (1) MAke the curriculum relevant to produce competent,
job-ready, active, and responsible citizens; (2) TAke steps to accelerate delivery of basic
education facilities and services; (3) TAke good care of learners by promoting learner well-
being, inclusive education, and a positive learning environment; and (4) Give support to teachers
to teach better.
The implementation of new curriculum frameworks such as MATATAG has become a topic of
great interest and debate among educators. Teachers' attitudes towards the MATATAG
curriculum are generally positive, as they see it as an opportunity for professional development
and to provide a more relevant and engaging learning experience for their students. However,
some teachers have expressed concerns regarding the implementation of the MATATAG
curriculum challenges.
Therefore, the perspective of teachers towards MATATAG curriculum implementation is crucial
in understanding the challenges and successes of this new approach. This research will explore
the teachers' perspective towards the MATATAG curriculum implementation, including their
attitudes, challenges, and opportunities. With the aim of improving the quality of education and
preparing students for the demands of the 21st century, exploring teachers' perspectives towards
MATATAG curriculum implementation will provide valuable insights on what to look in and
out for.

●BACKGROUD OF THE STUDY

The successful implementation of the MATATAG curriculum depends on the teachers'
perspectives and attitudes towards it. The DepEd recently unveiled their latest revision to the
Philippine basic education curriculum, dubbed the MATATAG curriculum, as an initial step in
addressing the ails of Philippine education. The DepEd claims the new curriculum streamlines
the K–10 curriculum to focus more on the fundamental skills of literacy, numeracy, and socio-
economic skills.
 From the perspectives of many teachers, the MATATAG curriculum presents various
opportunities to enhance their professional growth and improve their teaching practices. The
curriculum's emphasis on student-centred learning, inquiry-based instruction, and competency-
based assessment resonates with educators seeking to create engaging and meaningful learning
experiences for their students. Teachers recognize the potential of the MATATAG curriculum to
cultivate critical thinking skills, nurture creativity, and prepare students for the challenges of a
rapidly evolving world. However, amidst the promise and potential of the MATATAG
curriculum, its implementation has also posed challenges for some teachers. Shifting in their
teaching approach and strategies advocated by the MATATAG curriculum requires a significant
shift in mindset and instructional strategies.
According to Rita (2023), the Alliance of Concerned Teachers (ACT) Philippines on
Friday called on the Department of Education (DepEd) to stop the implementation of the new
Matatag Kindergarten to Grade 10 (K–10) curriculum. The teachers are calling on the
government to stop the implementation of Matatag. Raymond Basilio, their secretary general,
has also expressed how the implementation of the MATATAG curriculum should have involved
a “genuine, democratic consultation” where the opinions of the teachers would be taken into
consideration. The teachers should learn from what happened with K–12 and other curricular
program under different presidents, which all failed.
Furthermore, the Alliance of Concerned Teachers called the Department of Education’s
implementation of the MATATAG curriculum “premature” and subjected students and teachers
to another experimental education scheme. A teachers’ group wants the Department of Education
(DepEd) to stop its implementation of the revised Grade 1 to 10 curriculum dubbed
“MATATAG” and instead consult education stakeholders for “a relevant and responsive
curriculum.” (Servalos, 2023).
On the other hand, an official of the Department of Education (DepEd) said teachers were
very receptive to the new Matatag K–10 curriculum. Furthermore, education assistant secretary
and deputy spokesman Francis Bringas said the pilot implementation of the new curriculum was
positive.
Additionally, since the MATATAG curriculum's main purpose is to address issues with
the current K–12 curriculum, such as its crowded content, misplaced prerequisite learning
competencies, and imbalance in cognitive demand (Barcelona, 2023), Teachers argue that the
implementation of the MATATAG curriculum produces and shapes students to be active and
job-ready citizens, prepares them with a strong literacy and numeracy foundation, equips them
with the necessary 21st-century skills, and improves the country’s basic education levels. Critics
contend that it loses the preparatory factor of the current curriculum, overloads it with too many
lessons and subjects, disrupts the goal for a consistent learning continuity, and fails to account
for nationalistic context. As such, the Matatag system curriculum should be implemented in
schools in order to produce and shape active and job-ready citizens, prepare learners with a
strong literacy and numeracy foundation, and equip students with the necessary 21st-century
skills (Calungsod, 2024).
 According to Calungsod (2024), with teachers supporting the new curriculum, learners
will be equipped with the necessary 21st-century skills. Establishing an effective foundation for
further education and overall learner development requires strengthening and successfully
structuring the educational system. With the advancement of the current society, it is essential to
incorporate advancement in schools in order to prepare students for their present needs.
According to DepEd (2019), the language curriculum has been developed to give students the
necessary competencies to be ready to succeed in 21st-century life since it includes enhancing
their skills in communication, life and career, learning and innovation, information, media, and
technology skills. The curriculum implements project-based learning to give students the
opportunity to work on real-life problems that address relevant issues (Pamintuan, 2023).
From the perspective of teachers, the news provides an opportunity to reflect on the
current state of basic education, the issues it faces, and the potential impact of the new
curriculum. Teachers recognize the long history of multiple challenges afflicting basic education
in the Philippines. Insufficient resources, poor infrastructure, a lack of qualified teachers, high
dropout rates, and inadequate pedagogy are just a few of the underlying problems that hinder
quality education for Filipino students. Thus, recognizing these issues is crucial for teachers to
understand the significance of the MATATAG.
As a result, this research aims to explore teachers' perspectives towards the
implementation of the MATATAG curriculum, shedding light on their experiences, insights, and
recommendations. By understanding the challenges and opportunities faced by teachers, this
study seeks to contribute to ongoing efforts to refine and improve curriculum implementation
strategies, ultimately supporting educators in their journey towards enhancing student learning
outcomes and fostering a culture of lifelong learning.

●STATEMENT OF THE PROBLEM

This research study aims to explore the teachers' perspective on the implementation of the
MATATAG curriculum.
Specifically, the study seeks to answer the following questions:
1. What are the challenges for teachers in a sudden curriculum revision?
2. Does the teacher's want MATATAG curriculum implemented?
3. What are the opportunities for teachers within the MATATAG curriculum?

●SIGNIFICANCE OF THE STUDY

This literature is conducted to measure how much knowledge a teacher has about the revision of
the MATATAG curriculum. Moreover, it is to provide information on what the challenges for
teachers are, the opportunities they can get, and their thoughts on having this new curriculum
implemented. This study is being conducted to benefit the following:
Teachers. This study can help teachers be prepared, be guided and teach them about having a
new curriculum. And for them to fully know and understand the flow of the MATATAG
curriculum.
Schools. This will serve as an awareness and assist teachers on conducting meetings on the said
topic and making this curriculum work and get adapted by students also the teachers.
DepEd. This study will serve to provide different perspectives from teachers about the
MATATAG curriculum and aid them in their discussions to further analyze the process and steps
in implementing the MATATAG curriculum.
Students. This study will serve as a basis for how the MATATAG curriculum can help promote
good education and improve students learning and skills. This is to provide them with knowledge
and awareness of the flow and changes in the curriculum.
Future Researchers. This study may be used as future references in conducting new researchers
and serve as a background or an overview of the revision of MATATAG Curriculum.

●SCOPE AND LIMITATION

This research focuses on exploring the teachers' perspective towards the implementation of the
MATATAG curriculum. Recent studies and research will be used as references for
understanding the challenges and opportunities that teachers encounter during the
implementation process. The study will focus on the perspective of teachers and not take into
account the views of other stakeholders, such as students or parents.
This research will not extend to specific challenges or opportunities faced by specific subject
areas or grade levels. However, the teachers' valuable insights related to the curriculum revision
will be covered.

●DEFINITION OF TERMS
- CONCEPTIONAL
- OPERATIONAL