Challenges Encountered by Physical Education Teachers in The Pilot Implementation of MATATAG Curriculum

Abstract

This study explored the challenges encountered by Physical Education (PE) teachers in the pilot implementation of the MATATAG Curriculum in the Schools Division of Cauayan City. Utilizing a mixed-methods approach, the study combined quantitative data from surveys with qualitative insights from interviews to assess challenges in four key domains: learning delivery, classroom assessment, curriculum support, and learning resources. Results indicated that PE teachers rarely encountered major difficulties in learning delivery and classroom assessment, suggesting adequate preparedness and confidence. However, moderate challenges persisted in curriculum support, particularly in mentoring, and in accessing sufficient learning resources—especially physical education materials aligned with MATATAG standards. Qualitative findings revealed that teachers employed innovative, student-centered, and inclusive strategies, such as technology integration, differentiated instruction, and cross-curricular approaches, to enhance engagement and learning outcomes. Adaptations in assessment practices and collaborative planning further facilitated implementation. Despite these efforts, limited access to resources and professional development opportunities remain pressing concerns. The study recommends targeted interventions to enhance training, improve infrastructure, and ensure equitable access to instructional materials. Findings aim to inform policy and support systems for effective MATATAG Curriculum implementation in physical education contexts.