Teachers’ Perceptions and Attitudes towards the Implementation of the New Curriculum

Abstract

This study explored the perceptions and attitudes of teachers toward the implementation of the Revised K to 12 Curriculum in the Philippines, focusing on teachers from Kindergarten to Grade 5 in the Clarin District, Division of Bohol. Using a descriptive survey design, data were gathered from 86 teacher-respondents through validated questionnaires. Results showed that teachers held generally favorable perceptions (M = 3.79) and positive attitudes (M = 3.91) toward the curriculum, particularly regarding its emphasis on inclusive, student-centered learning and the development of higher-order thinking skills. Age was the only demographic factor significantly associated with attitude levels, while other factors such as gender, academic rank, and teaching experience showed no significant impact. A significant positive correlation (r = 0.215, p = .046) was found between teachers’ attitudes and perceptions. The findings underscore the importance of professional maturity, experience with prior reforms, and supportive environments in successful curriculum implementation. Based on the results, it is recommended that school leaders enhance professional development, minimize teacher workload, and ensure adequate resource provision to support effective adoption of the MATATAG Curriculum.