Mathematics Teachers’ Readiness and Challenges on MATATAG Curriculum: An Embedded Mixed-Method Study

Abstract

This embedded mixed-methods study assessed the readiness levels and implementation challenges of Grade 7 and 8 Mathematics teachers regarding the MATATAG Curriculum in a selected district within the Division of Valencia City, Bukidnon, for School Year 2025-2026. The study sought to answer three questions: (1) How ready are the teachers? (2) What challenges do they face? and (3) Is there a significant relationship between readiness and challenges?
The study was anchored on Fullan's Theory of Educational Change, the Readiness for Change Model, and Bandura's Social Cognitive Theory 9,15,1. Using an embedded mixed-methods design, data were collected from 30 teachers through a survey with quantitative items and open-ended prompts. Quantitative data were analyzed using mean, standard deviation, and Pearson correlation. Qualitative responses were examined through a targeted explanatory review.
The findings revealed that teachers demonstrated high overall readiness (Mean = 3.62) but also experienced high overall challenges (Mean = 3.67). The highest readiness indicator was motivation (Mean = 4.57), while the lowest were designing problem-solving lessons within class time (Mean = 2.90) and access to instructional materials (Mean = 2.83). The most critical challenge was fast lesson pacing (Mean = 4.40), followed by increased workload (Mean = 4.20) and insufficient materials (Mean = 4.03). A significant, strong negative correlation was found between readiness and challenges (r = -0.721, p = .000).
Teachers are generally ready but need systemic support in time management and resources. Recommendations include adjusting lesson pacing, reducing non-teaching tasks, providing practical training, and ensuring the timely delivery of instructional materials.