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This study assesses the preparedness of elementary practice teachers for the MATATAG Curriculum and the institutional support necessary for effective implementation.

June 12, 2026Open Access

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Key Points

This study assesses the preparedness of elementary practice teachers for the MATATAG Curriculum and the institutional support necessary for effective implementation.
Quantitative descriptive research design with 87 elementary practice teachers via total enumeration.
Data collection using a researcher-made questionnaire focusing on training, resources, self-efficacy, and overall readiness.
Statistical analysis employed descriptive statistics, including frequencies, means, and standard deviations.
Elementary practice teachers demonstrated general preparedness in training, resources, and self-efficacy.
Institutional support was rated highly needed, especially for additional training and access to resources.
Teacher attitudes were positive, but moderate confidence in handling curriculum demands was noted.

Abstract

The implementation of the MATATAG Curriculum in the Philippines represents a significant educational reform aimed at strengthening foundational learning and improving overall student outcomes. As with any curriculum transition, its success largely depends on teachers' preparedness and the level of institutional support provided. However, elementary practice teachers, who are in the critical stage of pre-service training and field exposure, may experience varying degrees of readiness and support during this transition. This study aimed to assess elementary practice teachers’ preparedness and institutional support in the transition to the MATATAG Curriculum. A quantitative descriptive research design was employed involving 87 elementary practice teachers selected through total enumeration. Data were gathered using a researcher-made questionnaire covering professional development and training, resource availability, self-efficacy and attitudes, concerns and challenges, overall readiness, and institutional support. Descriptive statistics, including frequencies, percentages, weighted means, and standard deviations, were used to analyze the data. Results revealed that elementary practice teachers were generally prepared across all dimensions of preparedness, including training, resources, self-efficacy, and readiness. They demonstrated positive attitudes and moderate confidence in handling curriculum demands. However, institutional support was rated as highly needed, particularly in areas such as additional training, access to instructional and digital resources, collaborative opportunities, administrative feedback, and support for teacher well-being. In conclusion, while elementary practice teachers are ready to implement the MATATAG Curriculum, their effectiveness is strongly influenced by the level of institutional support provided. Strengthening school-based support systems, professional development programs, and access to resources is essential to ensure successful and sustainable curriculum implementation.

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