Teachers’ Perspectives on the Implementation of Instruction Under the Matatag Curriculum

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This literature-based inquiry explores the perspectives of teachers on the implementation of instruction under the newly introduced MATATAG Curriculum in the Philippines. As a major educational reform, the MATATAG Curriculum aims to decongest the previous K to 12 frameworks, strengthen foundational learning, and realign instruction with national development goals. The review synthesizes existing research and policy literature on curriculum implementation, instructional leadership, and teacher readiness. Findings from the literature highlight that teachers’ perceptions significantly affect the success of curricular changes, especially in relation to their preparedness, access to resources, and supervisory support. Moreover, the analysis reveals that while the MATATAG Curriculum is a timely response to systemic learning gaps, its implementation is challenged by gaps in teacher training, instructional materials, and administrative support. The study underscores the importance of responsive leadership, inclusive policymaking, and continuous capacity-building to ensure meaningful instructional reform. Based on the literature, recommendations are offered for teachers, school administrators, and policymakers to enhance curriculum delivery and instructional supervision under the MATATAG framework.