CHALLENGES ENCOUNTERED BY JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS AND SCHOOL HEADS IN THE IMPLEMENTATION OF MATATAG CURRICULUM Gian Maxine O. Francisco, Ron Alfie S. Juson, Levy B. Hernal, Mark Ren D. Villaflor, Girlie C. Dela Cruz, Raygene D. Dela Cruz, Laila Mikka M. Eser, Venus Jazmine G.Imbag
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY, SAN ISIDRO CAMPUS
Abstract
This study aimed to determine the challenges encountered by Junior High School Mathematics teachers and school heads in the implementation of the MATATAG Curriculum, specifically in the areas of curriculum and instruction, assessment and evaluation, and teaching and learning resources. The descriptive research method was utilized, with a validated survey questionnaire as the primary data-gathering tool. A total of 15 teacher-respondents and 12 school heads-respondents from various schools participated in the study. Frequency count, percentages, weighted means, Pearson correlation, and independent sample t-tests were employed to analyze the data.
Findings revealed that the area of curriculum and instruction received the highest average weighted mean of 2.94 for teachers, interpreted as ^Agree,^ indicating that teachers encounter significant difficulties in instructional adaptation, strategy application, and time management. Meanwhile, school heads rated the same area at 2.31 or ^Disagree,^ revealing a significant difference in perception (t = 2.294, p = .030). In assessment and evaluation, both teachers and school heads rated their challenges as minimal, with means of 2.05 and 2.16, respectively, interpreted as ^Disagree.^ However, the creation of rubrics and the contextualization of assessments remained notable concerns. For teaching and learning resources, both groups agreed on encountering challenges, with mean scores of 2.57 (teachers) and 2.68 (school heads), particularly in providing research-based innovations, inclusive materials, and support for disadvantaged learners.
Only average class size showed a significant correlation with the challenges in curriculum and instruction (r = .627, p = .012), suggesting that overcrowded classrooms exacerbate instructional difficulties. Other profile variables such as age, position, and educational attainment did not yield statistically significant relationships with the challenges encountered.
Based on the results, it is recommended that institutional support be strengthened through enhanced professional development, increased provision of teaching and learning resources, and improved communication between teachers and school heads. These interventions are crucial for ensuring that the goals of the MATATAG Curriculum-rooted in learner-centered, inclusive, and transformative education-are effectively realized in Junior High School Mathematics classrooms.
Keywords: MATATAG Curriculum, Challenges, School Heads, Mathematic Teachers
