Navigating Challenges: Social Studies Teachers’ Perspectives on the MATATAG Curriculum

Abstract

The study aimed to describe the challenges, strategies, and insights of Social Studies teachers in implementing the MATATAG curriculum, a newly introduced educational framework in the Philippines. Utilizing a qualitative approach through a single-case study design, the research captures the lived experiences of six (6) Grade 7 Social Studies teachers who have been in the teaching service for 5 years situated in Malalag, Davao del Sur. By identifying themes through thematic analysis employing the Collaizi method, findings revealed that educators faced significant challenges, such as limited instructional materials, insufficient training, and unrealistic learning exemplars. Teachers employ self-directed research, technological integration, and collaborative learning strategies to address these challenges and enhance delivery and student engagement. The study underscored the critical role of professional development in equipping teachers with the necessary skills to navigate curriculum changes more effectively, grounded in Jack Mezirow’s Transformative Learning Theory (1978). The study emphasizes the importance of improved resources, ongoing teacher training, and flexible curriculum design in supporting MATATAG. Promoting active, student-centered methods within a structured, spiral framework can boost engagement and retention. Incorporating teacher feedback is vital for creating a more practical, responsive curriculum.