A Phenomenological Inquiry on the Matatag Curriculum: Experiences of Secondary School Teachers in Maasim 3 District

This study examined the implementation of the MATATAG curriculum in Maasim 3 District, Maasim, Sarangani Province, highlighting teachers' perceptions and challenges. The MATATAG curriculum, implemented by the government, has profound impacts on various stakeholders, including students, teachers, and the broader educational landscape. This curriculum aims to provide a more robust and relevant educational framework, which is reflected in its effects on these groups. The purpose of this study was to address the following research questions: First, what is the status of MATATAG curriculum since its implementation? Second, how do the participants view the opportunities presented by the MATATAG curriculum for the enhancement of the teachers’ skills? Third, how do the participants view the opportunities presented by the MATATAG curriculum for the learners? And fourth research question is how effective is the MATATAG curriculum in enhancing teachers’ skills and students’ learning? A qualitative phenomenological research approach was used to gain deeper information about MATATAG curriculum. Face-to-face in-depth interviews with twelve (12) Grade 7 teachers revealed that the curriculum promoted a student-centered approach, fostering critical thinking, collaboration, and technology use, which enhanced engagement. However, issues like limited resources, training, and infrastructure hindered effective implementation. The researcher analyzed the data using thematic analysis, manually coding responses to identify key themes. Hence, the study concluded that successful implementation of the MATATAG curriculum in Maasim 3 district depends on ongoing support, professional development, and improved infrastructure. While the curriculum promotes valuable student-centered approaches aligned with global standards, addressing resource and training challenges is essential for optimizing its impact. Collaborative efforts among educators, administrators, and policymakers are crucial to overcoming barriers and fostering an inclusive, innovative educational environment.