Authors : Kristine P. Diaz; Mary Lourd Angelie F. Galendez; Diovanne D. Lawas

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/28n6t7x7

Scribd : https://tinyurl.com/39e9yxc8

DOI : https://doi.org/10.38124/ijisrt/26mar940

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Curriculum reform implementation in geographically isolated and disadvantaged areas presents unique challenges that differ significantly from urban contexts. This study examined teachers’ perceptions of the MATATAG Curriculum in Kitaotao II District, Bukidnon, Philippines, across five implementation domains: Curriculum Content and Alignment, Teaching and Learning Delivery, Assessment and Evaluation, Teacher Support and Resources, and Impact on Students and Teaching Practice. It further determined whether these perceptions significantly differed when respondents were grouped according to age, years of teaching experience, and educational attainment. A descriptive-quantitative research design was employed, involving 141 public elementary school teachers selected through simple random sampling. Data were gathered using a researcher-modified, validated 5-point Likert-scale survey questionnaire, and analyzed using weighted mean and one-way ANOVA at a 0.05 level of significance. Results revealed that teachers hold generally positive perceptions of the MATATAG Curriculum, with all five domains rated as “Agree” (M = 3.82–4.06). Curriculum Content and Alignment, Assessment and Evaluation, and Teaching and Learning Delivery received the highest ratings, while Teacher Support and Resources obtained the lowest mean score, indicating persistent gaps in material provision and logistical readiness in remote school settings. Inferential analysis showed that teaching experience was the strongest predictor of perceptual differences, producing significant ANOVA results across all domains, while age demonstrated selective significance in two domains, and educational attainment showed no significant effect in any domain. The study concludes that the MATATAG Curriculum is conceptually sound and pedagogically acceptable; however, its long-term success is contingent on sustained institutional support, adequate resource provision, and context-sensitive professional development programs tailored for teachers in geographically isolated communities. Policymakers are encouraged to adopt differentiated implementation strategies that account for the realities of mountain schools.

Keywords : MATATAG Curriculum, Teacher Perceptions, Curriculum Implementation, Instructional Delivery, Teaching Experience, Reform Sustainability.

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