PROFESSIONAL TRAINING AND SCHOOL SUPPORT AS PREDICTORS IN THE IMPLEMENTATION OF MATATAG CURRICULUM

This study is quantitative-correlational and explores the relationships among professional training, school support, and the success of implementing the MATATAG curriculum. The study is conducted in the following schools: Little Baguio National High School, Halapitan National High School, and Sacramento Valley Integrated School, which serve as the study locale. Moreover, this study used three standardized questionnaires. Results revealed that Professional training across six domains yields an overall mean of 3.97 (SD = 0.19), interpreted as often. Meanwhile, school support yields an overall mean of 2.67 (SD = 0.21), which is interpreted as rarely. Lastly, the success of the MATATAG Curriculum’s implementation yields an overall mean score of 4.06 (SD = 0.19), which is often interpreted as indicating success. Inferentially, professional training is associated with curriculum implementation in certain domains. Also, none of the domains of school support were significantly correlated with the success of the MATATAG Curriculum implementation. Based on the study’s results, to ensure the effective implementation of the MATATAG Curriculum, stakeholders must invest in ongoing, targeted professional training that promotes inclusive and reflective teaching practices. Since school support showed limited impact, reforms should emphasize trust-building, mentorship, and shared leadership rather than relying solely on logistical aid. Empowering teachers through collaborative and developmental strategies is key to sustaining curriculum success across diverse educational contexts.