Early Implementation of the Matatag Science Curriculum in Junior High School: Teachers’ Competence, Challenges, and Coping Mechanisms

Abstract

The implementation of the MATATAG Science curriculum represents a significant reform in Philippine basic education, emphasizing foundational competencies and streamlined learning content. Understanding how teachers navigate this transition is essential for ensuring effective curriculum delivery. A mixed-methods approach using an explanatory sequential design was employed to examine teachers’ competence, the challenges encountered, and the coping mechanisms utilized during the early implementation of the MATATAG Science curriculum in public junior high schools in the Division of Valencia City. Quantitative data were gathered from 31 Grade 7 and Grade 8 Science teachers using an adapted survey questionnaire, while qualitative insights were obtained from six selected participants through semi-structured interviews. Findings revealed that teachers demonstrated a very high level of competence across most domains, particularly in pedagogical competence and assessment practices, while instructional delivery showed relatively lower ratings. Challenges were found to often affect implementation, with classroom management and curriculum-related difficulties being the most prominent, while training and professional support challenges were moderately experienced. Correlation analysis indicated no significant overall relationship between competence and challenges, suggesting that external factors such as classroom conditions and institutional support significantly influence implementation outcomes. Qualitative findings identified four major coping mechanisms: instructional adaptation, collaboration, resourcefulness, and personal resilience. These results highlight that while teachers are highly competent, sustained support systems, improved classroom conditions, and targeted professional development are essential to enhance curriculum implementation. Strengthening both teacher capacity and institutional support is crucial for achieving the intended goals of the MATATAG Science curriculum.