Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 37 no. 6 (2025)

Paradigm Shift in Education: Teachers as MATATAG Curriculum Implementers

Angela Paler | Josel Navarro | Judereck Sanchez

Discipline: Education

 

Abstract:

A curriculum is a structured plan of learning experiences, subjects, and assessments designed to guide education. It includes content, teaching methods, and learning objectives to ensure systematic knowledge and skill development. This study aimed to explore the perceptions of Grade 7 teachers in handling MATATAG subjects in the school year 2024 -2025 as a basis for a teacher support plan. A descriptive research design was employed, with a sample of 38 Grade 7 teachers through complete enumeration sampling. Data were analyzed using a weighted mean to measure the level of agreement among teachers as curriculum implementers. The findings revealed an average weighted mean of 3.41 and standard deviation of 0.56, in terms of productivity interpreted as the teacher's perception of implementing the MATATAG curriculum, “Strongly Agree" that the teachers on average do feel that they are effective in their functions. In terms of well–being, the teacher's perception of implementing the MATATAG curriculum with an average weighted mean and standard deviation of 3.22 and 0.57 respectively, is interpreted as the work environment and culture within schools significantly influence the teacher’s well-being. The findings indicate that teachers are capable of adopting and fully implementing educational reforms. However, differences in support, workload, and time availability highlight the necessity of targeted interventions to ensure fair distribution of responsibilities and adequate support, empowering teachers as key agents in the evolving educational landscape. Finally, personalized support should be provided to teachers who need extra help, using data to track performance and address specific challenges. This plan ensures that teachers have the necessary resources, time, and support to implement the curriculum effectively while maintaining their well-being.



References:

  1. AlMarwani, M. (2020). Academic writing: challenges and potential solutions. Arab World English Journal, 6,   114–121. https://doi.org/10.24093/awej/call6.8
  2. Androsiuk, V., Voloshyna, O., & Svoboda, I. (2023). Perception and understanding of information as determinants of the investigator’s professional competence. Naukovij Vìsnik Nacìonalʹnoï Akademìï Vnutrìšnìh Sprav, 28(2), 19–29. https://doi.org/10.56215/naia-herald/2.2023.19
  3. Ankawi, A. (2023). Saudi Arabian University Students’ Perspectives on Issues and Solutions in Academic       Writing Learning.Canadian Center of Science and Education.,https://doi.org/10.5539/elt.v16n8p1
  4. Artiningsih, A., & Nurohman (2020). Analysis of Investigative Skills based on the use of tracker video analysis     for 21th century skill. Research Gate.DOI:10.21831/jser.v3i2.30621
  5. Bhandari, P. & Nikolopoulou , K (2023).What is Likert scale|Guide & Examples           . Scribbr.https://www.scribbr.com/methodology/likert-scale/
  6. Cann, R. F., Riedel-Prabhakar, R., & Powell, D. (2021). A model of positive school leadership to improve teacher wellbeing. International journal of applied positive psychology, 6(2), 195-218.https://link.springer.com/article/10.1007/s41042-020-00045-
  7. Cababat, J. & Pespeñan, R. (2023). An Assessment of the Numerical and Analytical Skills of Grade 11. Psychology and Education: A Multidisciplinary Journal, 8(1), 1-8. https://doi.org/10.5281/zenodo.7808787
  8. Chettiar, S. F., & K, C. G. (2024). Role of Ideation and Visualization in Developing Writing Skills among       Students. International Journal for Multidisciplinary Research, 6(1). https://doi.org/10.36948/ijfmr.2024.v06i01.12908
  9. Doyle,A.(2024).What are analytical skills? TheBalance. https://www.thebalancemoney.com/analytical-skills-list-2063729 
  10. Hendriarto, P., Mursidi, A., Kalbuana, N., & Aslan (2021). Understanding the Implications of Research Skills Development Framework for Indonesian Academic Outcomes Improvement. Jurnal Iqra’ : Kajian Ilmu       Pendidikan, 6(2). 51-60.
  11. Justo, R. (2024). Gender Roles and Difficulties of Students Towards the Process of Research in the College of   Computer Studies. Journal of Innovative Technology Convergence, 6(1), 15–22.       https://doi.org/10.69478/2024v6n2a0
  12. Kaur, R., Hakim, J., Jeremy, R., Coorey, G., Kalman, E., Jenkin, R., Bowen, D. G., & Hart, J. (2023). Students’  perceived research skills development and satisfaction after completion of a mandatory research project: results from five cohorts of the Sydney medical program. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04475-y
  13. Li, J. (2024). Exploring the Impact of School Leadership on Teacher Well-being in Three High-performing Case Study Schools in China (Doctoral dissertation, UCL (University College London)).https://discovery.ucl.ac.uk/id/eprint/10194686/
  14. Lino, D., Roazzi, A., & Viale, R. (2024). Investigative Decision-Making: A Qualitative analysis of homicide detectives’ practices. Homicide Studies. https://doi.org/10.1177/10887679231225410
  15. Matos, J. F., Piedade, J., Freitas, A., Pedro, N., Dorotea, N., Pedro, A., & Galego, C. (2023). Teaching and Learning Research Methodologies in Education: A Systematic Literature review. Education Sciences,       13(2), 173. https://doi.org/10.3390/educsci13020173
  16. Melkov, S. A., Popov, D. N., & Mikryukov, V. O. (2023). Does a modern manager need analytical competencies (On the example of employees of the Emergency Response Department of the main Directorate of the EMER COM of Russia in Moscow). Humanities and Social Sciences Bulletin of the Financial University, 13(2), 111–116. https://doi.org/10.26794/2226-7867-2023-13-2-111-116
  17. Pangket, W. F., Pangesfan, S. K. K., Cayabas, J. P., & Madjaco, G. L. (2023). Research writing readiness of graduate students in a Philippine state college. International Journal of Learning Teaching and Educational Research, 22(4), 141–159. https://doi.org/10.26803/ijlter.22.4.9
  18. Peesker, K. M., Kerr, P. D., Bolander, W., Ryals, L. J., Lister, J. A., & Dover, H. F. (2022). Hiring for sales success: The emerging importance of salesperson analytical skills. Journal of Business Research, 144,       17–30. https://doi.org/10.1016/j.jbusres.2022.01.070
  19. Permana, T. I., Hindun, I., Rofi’ah, N. L., & Azizah, A. S. N. (2019). Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(1), 1–8. https://doi.org/10.22219/jpbi.v5i1.7626
  20. Polat , D., & Kutlu (2016) as cited in  Polat, B., & Kutlu, O. (2022). Investigation of the Effectiveness of the     Research Skills Teaching Program. International Journal of Assessment Tools in Education, 9(1), 39-60. https://doi.org/10.21449/ijate.1058302
  21. Rabbianty, E. N., Azizah, S., & Virdyna, N. K. (2023). AI in academic writing: Assessing current usage and future implications. INSANIA Jurnal Pemikiran Alternatif Kependidikan, 28(1a), 14–35. https://doi.org/10.24090/insania.v28i1a.9278
  22. Rajvanshi, A., & Mittal, G. (2021). Active Learning Strategies for teaching research skills to First-Year Design students. In Smart innovation, systems and technologies (pp. 321–333). https://doi.org/10.1007/978-981-16-0119-4_26
  23. Reiss, M. J., Sheldrake, R., & Lodge, W. (2023). Investigative Research Projects for Students in  Science: the state of the field and a research agenda. Canadian Journal of Science Mathematics and Technology Education, 23(1), 80–95. https://doi.org/10.1007/s42330-023-00263-4
  24. Rieg, D. L., Lima, R. M., Mesquita, D., Scramim, F. C. L., & Neto, O. M. (2021). Active learning strategies to develop research competences in engineering education. Journal of Applied Research in Higher       Education, 14(3), 1210–1223. https://doi.org/10.1108/jarhe-01-2021-0038
  25. Sirbu, I., & Sevciuc, M. (2024). The research project as a method for developing investigative competence in students, an interdisciplinary approach. Studia Universitatis Moldaviae Seria Științe Ale Educației,       9(169), 47–52.
  26. Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of       ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1260843
  27. Saeed, M. A., Al-Ahdal, A. a. M. H., & Qunayeer, H. S. A. (2020). Integrating research proposal writing into a postgraduate research method course: what does it tell us? International Journal of Research & Method in Education, 44(3), 303–318. https://doi.org/10.1080/1743727x.2020.1777963
  28. Saeed, M. A., Qunayeer, H. S. A., & Al-Jaberi, M. A. (2021). Exploring supervisory feedback formulation on academic writing of research proposals and postgraduates’ responses to feedback: a case study. SAGE Open, 11(2). https://doi.org/10.1177/21582440211007125
  29. Tabliga, J.B., Pespeñan, R., (2024). Developing Entrepreneurial Aptitudes of Accountancy, Business, and Management Students through Business Enterprise Simulation: A Profound Observation. Psychology and Education: A Multidisciplinary Journal, 22(8), 903-911. https://doi.org/10.5281/zenodo.13120099
  30. Tachie-Donkor, G., & Ezema, I. J. (2023b). Effect of information literacy skills on university students’ information seeking behaviour and lifelong learning. Heliyon, 9(8), e18427. https://doi.org/10.1016/j.heliyon.2023.e18427
  31. Verma, A., Yurov, K. M., Lane, P. L., & Yurova, Y. V. (2019b). An investigation of skill requirements for  business and data analytics positions: A content analysis of job advertisements. Journal of Education for Business, 94(4), 243–250. https://doi.org/10.1080/08832323.2018.1520685 

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic