MATATAG Curriculum Implementation: The Realities and Challenges of Grade 7 TLE Teachers

Abstract

This study examined the challenges encountered by Grade 7 Technology and Livelihood Education (TLE) teachers in implementing the Information and Communication Technology (ICT) component of the MATATAG Curriculum in Lanao del Norte, Philippines. The MATATAG Curriculum, launched by the Department of Education (DepEd), aims to strengthen foundational learning, digital literacy, and 21st-century competencies through a decongested, mastery-based, and technology-integrated framework. Despite its potential to enhance educational outcomes, teachers face various obstacles that affect its effective implementation. Utilizing a mixed-method, descriptive research design, the study surveyed 58 Grade 7 ICT teachers using structured questionnaires distributed via Google Forms. Quantitative data were analyzed using descriptive and inferential statistics in SPSS, while qualitative responses provided contextual insights. Findings revealed that teachers generally possess moderate to high proficiency in technological, pedagogical, and content domains, as reflected in overall mean ratings of 3.67 for technological challenges, 3.76 for pedagogical challenges, and 3.66 for content knowledge challenges. However, teachers continue to face substantial barriers, including limited access to digital devices and stable internet connectivity, inadequate HyFlex-oriented training, and difficulties in balancing online and in-person instruction. Although teachers display competence in using learning management systems and designing contextualized lessons, they express less confidence in teaching emerging ICT topics such as artificial intelligence, cybersecurity, and robotics. The study concludes that while teachers demonstrate adaptability and dedication in implementing the MATATAG Curriculum, systemic issues—such as resource inadequacy, lack of continuous professional development, and insufficient institutional support—hinder full implementation. To ensure the curriculum’s long-term success, a comprehensive approach is required, emphasizing investment in teacher training, digital infrastructure, and administrative support. Strengthening these areas will better align curriculum intentions with classroom realities, thereby advancing the goal of delivering future-ready, quality education to Filipino learners.