V3I1P75

Strategies of Teachers and School Heads on the MaTaTaG Curriculum in the Oldest Town of Cotabato Empire

Suharto M. Saliling^1*, Adonis S. Besa²

Abstract

This study investigated the strategies employed by teachers and school heads in implementing the MaTaTaG Curriculum in Buluan District, Maguindanao del Sur, during the school year 2024–2025. Utilizing a descriptive-correlational research design and total enumeration sampling, the study included 130 public elementary school teachers and 10 school heads across 10 schools. Findings revealed that the overall implementation of the MaTaTaG Curriculum was to a lesser extent, with significant gaps in technology integration. Teachers demonstrated strong strategies in instructional planning and classroom management, while training was the weakest area. School heads showed strong strategies in resource and stakeholder management, with teacher support being the least emphasized dimension. Correlation analysis indicated no significant relationship between the strategies of teachers and school heads and curriculum implementation, highlighting the importance of systemic support over individual strategies. The main challenges identified included inadequate facilities, limited ICT access, insufficient follow-up training, teacher resistance to curriculum changes, and weak stakeholder coordination. The study recommends improving technology integration, prioritizing teacher professional development, strengthening mentoring and support, and enhancing systemic and stakeholder collaboration to ensure effective curriculum implementation.

Keywords:

MaTaTaG Curriculum; Teachers’ strategies; School heads’ strategies; Challenges