Abstract

This study used a qualitative phenomenological research design to explore the experiences of elementary school teachers implementing the MATATAG Curriculum in Compostela West District, Davao de Oro, Philippines. The research focused on understanding their challenges, achievements, and the impact of the curriculum on their teaching practices and student engagement. Participants were selected using purposive sampling, involving twelve teachers from three public elementary schools. Data were collected through in-depth interviews and focus group discussions. Data analysis was conducted using thematic analysis, which involved familiarization with the data, coding, theme development, and interpretation of recurring patterns. Key findings revealed that teachers experienced inadequate training and support, limited resources, and difficulties in adapting materials to meet diverse student needs. Despite these challenges, collaboration through Learning Action Cell (LAC) sessions and other platforms played a vital role in enabling teachers to share strategies and support each other. The study highlights the necessity of ongoing professional development, sufficient resources, and collaborative environments to effectively support teachers in implementing curriculum reforms. These findings contribute to a deeper understanding of teachers’ experiences with the MATATAG Curriculum and provide valuable insights for educational authorities and school administrators in enhancing curriculum implementation and support systems.