Author

Aldrin C. Ypil*
Cebu Technological University – Carmen Campus, Poblacion Carmen, Cebu, Philippines

Abstract

In response to concerns about the effectiveness of the Philippine education system, particularly highlighted by the perceived weaknesses of the K to 12 programs, the Department of Education (DepEd) introduced the MATATAG Curriculum as a strategic initiative to address these challenges. This study sought to determine the instructional challenges and perceived efficacy in the delivery of the MATATAG curriculum among the elementary educators in Carmen, Cebu, Philippines for the school year 2025-2026 as basis for an action plan. A descriptive-correlational research design was employed, using an adopted questionnaire as the primary data collection tool. The study involved 100 teacher respondents from Carmen District. The study employed statistical tools such as the weighted mean, simple percentage, and chi-square for significant relationships and data analysis. The data gathered were then analyzed statistically. Findings revealed that teachers generally agreed they experienced instructional challenges (M = 3.80) but strongly agreed with their self-efficacy (M = 4.38). Significant relationships were found between instructional challenges and efficacy, suggesting that teachers perceived competencies help mitigate classroom difficulties. Thus, it further shows that the study rejects the null hypothesis. In further concluded that significant difference in perceived instructional challenges with respect to highest educational attainment and number of seminars attended relevant to MATATAG curriculum while age, sex, and length of teaching experience did not show significant differences. Based on the findings, the researcher recommended the development and implementation of an action plan.

Keywords: Instructional challenges, MATATAG Curriculum, descriptive-correlational design, action plan, Carmen, Cebu.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05021198

Recommended citation:
Ypil, A. C. (2026). Instructional challenges and self-perceived efficacy in the delivery of the MATATAG curriculum among the elementary educators in Carmen, Cebu, Philippines. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5047-5067. http://doi.org/10.69651/PIJHSS05021198

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