By: Gladys F. Montemayor
ABSTRACT
This research explored the lived experiences of the Grade 7 Junior High School English language teachers in implementing the MATATAG Curriculum at the Schools Division of Bataan S.Y. 2024-2025, which is the basis for the development plan. Interviews and focus group discussions (FGD) were utilized to collect qualitative data, which was analyzed through thematic analysis. Based on the findings, the MATATAG curriculum cited obstacles among language teachers, such as insufficient resources, complicated demands, and the burden of overwork among teachers. These problems pointed to the importance of support, provision of readymade resources, and adjustment to the scope of the new curriculum. Without these solutions, the goals and objectives of the MATATAG Curriculum will be challenging to realize. Moreover, the crafted development plan provided approaches to solving the gaps and challenges faced by the teachers. It includes teacher professional development, resource optimization, curriculum adaptation, peer collaboration, teacher well-being, and student support.
Citation & Access:
This article is archived and citable via DOI:
Bughaw Review 
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