Readiness, Challenges and Support Needs of TLE Teachers in Implementing the MATATAG Curriculum in Atok, Benguet

Abstract ―​

The study examines the experiences of Grade 7 and 8 Technology and Livelihood Education (TLE) teachers in Atok District, Division of Benguet related to the implementation of the MATATAG Curriculum: a major education reform by the Department of Education. Using a mixed-methods design, the study investigated teachers' familiarity and preparedness for the curriculum; context-related challenges in implementing it; adequacy of available resources; and support offered to them. It also looked at the strategies and best practices teachers formulated to mitigating the challenges, the support they needed, as well as their insights on ways to improve the MATATAG curriculum implementation. Results showed that even though all the teachers in the study received some sort of training and orientation to the new curriculum, most felt they were only somewhat familiar with it. Major challenges included limited and delayed access to instructional materials; teaching assignments outside teachers' areas of expertise; insufficient professional development; and time constraints. All these factors combined hamper the teaching capability and engagement of students. Through this immense challenge, teachers employed adaptive strategies in the form of collaborative planning with peers and experts, adapted their teaching tools according to latest technology and worked on creating resource materials compatible with local context. The results underscored the importance of continued professional training, providing resources to teachers when needed, and properly matching teaching assignments with educators' expertise. The findings offer concrete guidance to facilitate the implementation of the MATATAG Curriculum, specifically in rural and resource-constrained contexts.