Author

Maristelle H. Corporal*
University of the Immaculate Conception, Davao City, Davao del Sur, Philippines

Abstract

This qualitative study employed phenomenology to explore and understand the lived experiences of public-school grade 7 science teachers in the implementation of the MATATAG curriculum in General Santos City Division, General Santos City, Philippines. Purposive sampling was used to identify the participants, for the in-depth interview, and for the focus group discussion. A validated interview guide was utilized to gather data in this study. The data gathered from the participants were analyzed using Colaizzi’s method of thematic analysis. From this process, essential themes emerged that reflect the lived experiences of public school Grade 7 Science teachers, including curriculum transition and adaptation, as well as instructional challenges and pedagogical shifts. The themes generated on the coping mechanism of the teachers were adaptive instructional strategies, collaborative support systems, and continuous professional learning. As regards insights shared to the academe and the community, the themes extracted were pedagogical restructuring and instructional shifts, experiencing transition and uncertainty, and innovation and improvement.

Keywords: Education, Physics, curriculum implementation, lived experiences, science teachers, phenomenology, Philippines.

*Corresponding author/ Email: mcorporal_240000000988@uic.edu.ph
DOI: http://doi.org/10.69651/PIJHSS05021016

Recommended citation:
Corporal, M. H. (2026). Lived experiences of public school Grade 7 Science teachers in the implementation of the MATATAG curriculum in General Santos City: A phenomenology. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1819-1837. http://doi.org/10.69651/PIJHSS05021016

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