Elmer Lantaya (Author)
Abstract
This study assessed the attitudes and challenges of Home Economics teachers in implementing the Matatag Curriculum Framework in selected public secondary schools in Lapu-Lapu City, Cebu, Philippines, during the school year 2024–2025. Anchored on Bandura’s Social Cognitive Theory, the research employed a descriptive-comparative design to examine how teacher preparedness, resource availability, and inclusivity influence instructional delivery. Using a validated questionnaire, data were collected from 35 Home Economics teachers through purposive sampling. Results revealed that while teachers generally expressed favorable attitudes and high self-efficacy toward the new curriculum, they faced challenges related to limited instructional resources, insufficient training, and heavy workloads. Inclusivity and equity considerations were acknowledged in principle but remained hampered by practical limitations such as a lack of assistive technologies and diverse learner accommodations. Statistical analysis showed no significant association between teachers’ demographic profiles and perceived challenges, suggesting that the issues encountered are systemic rather than individual. Despite these challenges, collegial support and favorable institutional climate contributed to teachers’ confidence in implementing curriculum reforms. The study concludes with recommendations to enhance professional development, equitable resource allocation, and inclusive practices, forming the basis of a proposed professional development plan to strengthen curriculum implementation. These findings contribute to broader discussions on educational reform and support mechanisms for vocational educators in the Philippines.
Keywords: vocational education, Matatag Curriculum, Home Economics, curriculum implementation, descriptive-comparative design, Lapu-Lapu City, Cebu, Philippines
DOI: http://doi.org/10.69651/PIJHSS0403462
Recommended citation:
Lantaya, E. (2025). Teachers’ attitudes and challenges in teaching Home Economics under the Matatag Curriculum. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4976-4986. http://doi.org/10.69651/PIJHSS0403462
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