Training on the Matatag Curriculum and Instructional Readiness of Junior High School Social Studies Teachers in the Schools Division of Calbayog City
DOI:
https://doi.org/10.5281/zenodo.21002018Keywords:
instructional readiness, MATATAG Curriculum, professional development, Social Studies teachers, teacher training, curriculum implementationAbstract
This study determined the relationship between the extent of MATATAG Curriculum training and the instructional readiness of Junior High School Social Studies teachers in the Schools Division of Calbayog City during School Year 2025-2026. A descriptive-correlational research design was employed among 183 public Junior High School Social Studies teachers who provided valid responses through printed questionnaires and Google Forms. Data were gathered using a validated researcher-made questionnaire anchored on DepEd MATATAG Curriculum policies, the MATATAG Curriculum Guide, and the Philippine Professional Standards for Teachers. The instrument demonstrated excellent reliability, with Cronbach's alpha coefficients ranging from 0.956 to 0.983. Frequency, percentage, weighted mean, independent samples t-test, one-way ANOVA, pairwise comparison, and Pearson product-moment correlation were used in the analysis. Findings showed that the respondents were mostly 31-40 years old, female, graduate-level prepared, had six to ten years of teaching experience, and had attended two MATATAG-related trainings. The extent of MATATAG Curriculum training was rated very high, with quality of training design, materials, and delivery obtaining the highest composite mean. Instructional readiness was likewise rated very high, particularly in planning meaningful lessons and using learner-centered teaching and assessment strategies. Significant differences in training perceptions were found only by number of MATATAG-related trainings attended. Significant positive relationships were observed between several training dimensions and readiness indicators, especially those involving training quality, competency unpacking, lesson planning, learner-centered strategies, digital integration, and resource development. The study concludes that relevant, well-designed, and sustained MATATAG Curriculum training supports stronger instructional readiness in Social Studies instruction.
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