ELEMENTARY TEACHERS' IMPLEMENTATION, CHALLENGES, AND ADAPTATION STRATEGIES IN THE DELIVERY OF THE REVISED K-12 (MATATAG) CURRICULUM: AN INPUT TO A LOCALIZED PROFESSIONAL DEVELOPMENT PROGRAM FOR MATHEMATICS INSTRUCTION

This study investigated the implementation, challenges, and adaptation strategies employed by elementary mathematics teachers in delivering the MATATAG Curriculum in the Quezon District, Isabela. Utilizing a mixed-methods research design, data were collected from fifty-four (54) mathematics teachers across Kindergarten, Grade 1, and Grade 4 through surveys and interviews. The findings revealed that teachers encountered key challenges, including curriculum misalignment, classroom management difficulties, and insufficient teaching resources. In response, teachers implemented various instructional modifications and collaborative practices to address gaps in professional development and institutional support. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. The results highlighted the need for targeted interventions such as localized training programs and improved resource distribution to ensure effective curriculum delivery. This study also offered critical insights for policymakers, educational leaders, and curriculum developers in enhancing implementation strategies and reinforcing support systems for the MATATAG Curriculum.