Essentializing the DepEd Matatag Curriculum in Grade 4: Issues, Challenges, and Administrative Interventions

This study examined the implementation of the DepEd MATATAG Curriculum in Grade 4 in the Trinidad II District, Division of Bohol, focusing on its level of implementation, perceived effectiveness, issues and concerns encountered, and the relationship between curriculum implementation and effectiveness. A descriptive–correlational research design was employed involving 15 Grade 4 teachers and 13 school heads from 13 public elementary schools. Data were collected using researcher-developed questionnaires anchored on DepEd Orders No. 010, s. 2024 and No. 012, s. 2024 and analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson Product–Moment Correlation. Findings revealed that the MATATAG Curriculum was implemented to a high degree overall (M = 4.30). Curriculum Planning and Preparation, Teacher Preparedness and Training, and Assessment Alignment and Use of Results were rated as highly implemented, while Teaching–Learning Resources and Materials obtained comparatively lower ratings, indicating the need for continued resource support. The curriculum was likewise perceived as effective (M = 4.13), particularly in strengthening foundational literacy and numeracy skills, promoting 21st-century competencies, and supporting learner-centered instruction. However, curriculum decongestion was perceived as less fully achieved than other curriculum features. Major implementation concerns included curriculum planning and pacing, teacher training and preparedness, teaching load or class size, adequacy of teaching–learning resources, and stakeholder support. Correlation analysis revealed a very strong and statistically significant positive relationship between curriculum implementation and perceived effectiveness (r = .896, p < .001). The findings suggest that strengthening instructional leadership, professional development, resource provision, and implementation support mechanisms may further enhance the effectiveness and sustainability of the MATATAG Curriculum implementation in Grade 4.