ABSTRACT
This descriptive-qualitative study aimed to determine the teachers’ preparation and school heads’ support on MATATAG Curriculum as bases for an intervention program. It was found out that the teachers’ preparation in terms of academic were unpacking and clustering competencies, preparing early for the lesson, and providing appropriate assessment. In terms of instructional support materials, provision and reproduction of materials were identified; in terms of trainings were attendance and learning from the training while in terms of roll-out, preparation of activities and provision of proper guidance were identified. It was also found out that the school heads’ preparation in terms of academic were to provide technical assistance, facilitate collaboration, and provide access to teaching and learning resources. In terms of instructional support materials, provision of learning materials and provision of access to support learning materials were identified; in terms of trainings were making trainings compulsory and providing resources and learning environment; while, in terms of roll-out, providing other venues/channels and facilitating and empowering teachers during trainings were identified.
Keywords: Teachers, Preparation, School Heads, Support MATATAG Curriculum, Intervention Program
INTRODUCTION
The Philippines basic education continuously undergoing a shift in the educational system before it finally reached its present state. As a matter of fact, the curriculum in the Philippines was being revised every ten years to address the rapid change in the students’ needs and manner of acquiring knowledge and skills. The curriculum experts committed their time, effort, and expertise to come up with a curriculum that prepares Filipino students self-ready and globally competitive.
Based on the thorough study and deliberation of the curriculum revision, the Department of Education launched the MATATAG Agenda as the new direction towards the improvement of the quality of basic education in the country. In the issuance of RA 11476 as signed into law on June 5, 2020, give the directive to the Department of Education to include Good Manners and Right Conduct (GMRC) and Values Education (VE) as subjects in basic education. This law aims to develop the Filipino values of children and youth for lifelong and employment, considered as the two primary outcomes of the K to 12 program.
Furthermore, the Department of Education (DepEd)Order No. 13, s.2023 which is the Adoption of the National Learning Recovery Program (NLRP) in the Department of Education. This is the implementation of the revised curriculum, otherwise known as MATATAG Curriculum. The MATATAG: Bansang Makabata, Batang Makabansa, which is the bases of the agency and stakeholders in resolving the basic education challenges. The new MATATAG Curriculum has four core components: MAke the curriculum to produce competent and job-ready, active, and responsible citizens; TAke steps to accelerate delivery of basic education facilities and services; TAke good care of learners by promoting learner well-being, inclusive education, and a positive learning environment; and Give support to teachers to teach better.
Teachers play a crucial role in shaping the lives of every learner. They must undergo training to become more oriented and prepared to the new curriculum’s content, methodologies, and assessment. They should be equipped with vital knowledge, skills, attitudes and values to become the teaching and learning worthwhile.
The researcher would like to determine the teachers’ preparation and school heads support on MATATAG curriculum bases for an intervention program in the District of Leon II.
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