Exploring Teacher Effectiveness and Well-Being Under the Matatag Curriculum For Grade 7

Abstract

This study assessed teacher effectiveness in implementing the MATATAG. The research employed a descriptive-correlational design through using an adapted survey questionnaire which collected data from 20 teacher-respondents. Findings showed that despite some challenges, teachers expressed positive attitudes toward the MATATAG Curriculum and career contentment was found to be moderate; teachers felt purposeful in their roles but sought more recognition and opportunities for advancement. Teaching effectiveness was effective but 80% reported additional responsibilities beyond teaching, leading to burnout. Correlation analysis revealed a strong positive relationship between teacher attitudes and career contentment (ρ = 0.880), as well as moderate to strong correlations with curriculum effectiveness (ρ = 0.575 and ρ = 0.630, respectively). The study concludes that improving teacher well-being and support systems is crucial for effective curriculum implementation. Key challenges identified included curriculum alignment, confidence in implementation, and student engagement. It recommends reducing non-teaching tasks, enhancing professional growth, and adopting active learning strategies.