PAVING THE WAY FOR MAKABATA EDUCATION:EXAMINING TEACHERS’ VIEWS AND ENVISIONED OUTCOMES ON THE MATATAG K-10 CURRICULUM

Abstract

This phenomenological study explored the views, envisioned outcomes, and takeaways of the 10 public elementary teachers of Cotabato Province on the MATATAG K-10 curriculum using Lewin’s three-step model for change. A thematic analysis was conducted to thoroughly explore teachers’ experiences with the new curriculum. It was found that the new curriculum, from the teachers’ perspectives, exhibited a well-structured approach to the Philippine education system. It promoted inclusivity with a learner-centered approach where teachers mindfully consider students’ holistic development. Learning delivery became efficient due to ready-made lesson exemplars that reduced teachers’ workload, making it a teacher-friendly curriculum. Moreover, the MATATAG
K-10 Curriculum addressed diverse learning needs by promoting active and flexible learning. Teachers in the new curriculum faced constraints but adapted to the many changes introduced by its novelty. Finally, the new curriculum was successfully implemented, effectively addressing learning issues and preparing holistic learners for the future. Thus, the MATATAG curriculum represents a significant shift in the country’s education system, promoting high-quality education and empowering educators to be key drivers of this curriculum.