Institutional Capacity and the Implementation of the Matatag Curriculum in Philippine Public Secondary Schools

This quantitative descriptive-correlational investigation examined the relationship between institutional capacity and the implementation of the MATATAG Curriculum in Philippine public secondary schools in Region XII. The investigation focused on institutional capacity in terms of instructional materials, school facilities and equipment, and teacher competence and instructional practices, as well as the effectiveness of MATATAG Curriculum implementation in terms of curriculum understanding and teacher preparedness, instructional delivery and pedagogical strategies, availability and utilization of learning resources, assessment and monitoring of learner progress, and school leadership support and professional development. Data were gathered from school heads and teachers using researcher-developed survey questionnaires and were analyzed using descriptive and inferential statistical procedures. The findings revealed that participating schools generally demonstrated adequate institutional capacity, particularly in teacher competence and instructional practices. MATATAG Curriculum implementation was likewise perceived as generally effective, especially in instructional delivery, assessment practices, and leadership support. However, school facilities, ICT infrastructure, curriculum understanding, and teacher preparedness received comparatively lower evaluations, indicating continuing institutional and professional development concerns. The investigation further revealed significant relationships between institutional capacity variables and the implementation of the MATATAG Curriculum, particularly with respect to school size, enrolment, staffing conditions, school location, and MOOE allocation. No significant differences were found between the perceptions of school heads and teachers regarding institutional capacity and curriculum implementation. The findings emphasize the importance of institutional support systems, resource allocation, and professional development in sustaining effective curriculum implementation in Philippine public secondary schools.