Title: Challenges And Coping Mechanisms Of Teachers In Transitioning To The Matatag Curriculum: A Phenomenological Study
Authors: Glissie Marie S. Bazar,
Volume: 9
Issue: 5
Pages: 21-28
Publication Date: 2025/05/28
Abstract:
The Department of Education in the Philippines has implemented the MATATAG Curriculum, signifying a crucial transition to learner-centered and competency-based education. This study examines the experiences of eight teachers from the Kibawe West District, Division of Bukidnon, during the transition to the new curriculum in the 2024-2025 academic year. The study employs a transcendental phenomenological design based on Curriculum Theory, Stress and Coping Theory, and Resilience Theory to identify significant obstacles and coping strategies utilized by teachers. Data were collected via comprehensive interviews and analyzed by Moustakas' (1994) phenomenological reduction methodology. Out of these three major themes, ten sub-themes emerge, which include teachers' experiences and perceptions of challenges and the impact of challenges on teaching practices. Also, teachers revealed their competence in coping mechanisms, which include coping strategies and mechanisms employed and support received from school and DepEd. Moreover, the effectiveness of support mechanisms, changes in teaching style and approach, student learning outcomes and engagement, balancing curriculum requirements with individual needs, long-term implications for teachers and learners, and teachers and learners' recommendations for curriculum improvement also came out. Teachers performed their roles during the curriculum changes, positively adapted to the new curriculum, and equipped themselves with learnings from their experiences. Those experiences shaped them to be better teachers. Like gems polished with friction, teachers become more flexible and competent after experiencing a crisis. Moving forward, their journey in the new curriculum led them to be resilient in their respective classrooms.