Initial Implementation of the Matatag Curriculum: Views of the Teachers and Principals

The matatag curriculum represents a significant step in enhancing the K to 12 Basic Education Program in the Philippines. It acknowledges the challenges faced, the demands of the 21st century, and the importance of assessment data in curriculum development. The recommendations provided will guide the recalibration of the curriculum to better prepare learners for the future. The curriculum review process examines the intended, implemented, assessed, and achieved curriculum phases. Narrative analysis offers the opportunity for more attention to language form, social context, and audience than other approaches. It also treats extended accounts as units, rather than fragments. For example, phenomenological research focuses on the lived experience, but narrative studies focus on the details of how and why a certain event is part of the story that is being told. The target population consisted of teachers and principals with at least ten years of teaching experience in order to draw comparison between the old curriculum (before K-12), the current curriculum (K-12) and the soon to be implemented curriculum (matatag curriculum). My rationale for using this time period is that the different views and opinions of teachers and school principals on the implementation of the matatag curriculum next school year 2024-2025. The findings indicate significant positive changes, evident in the Matatag curriculum compared to its predecessor, as elucidated in the curriculum guides published by the Department of Education. Notably, the Matatag curriculum offers opportunities for the localization and contextualization of elementary generalist lessons. This paper contributes fresh insights into how various stakeholders perceive the forthcoming implementation of the Matatag curriculum in the upcoming school year. Recommendations for improvement include additional training for educators, development of comprehensive support materials, and mechanisms for ongoing monitoring and evaluation. By addressing these challenges and implementing these recommendations, policymakers can enhance the effectiveness and impact of the Matatag Curriculum, paving the way for a more equitable, inclusive, and responsive education system in the Philippines. KEYWORDS: Initial Implementation, Matatag Curriculum, Views of the Teachers, Principals