Lived Experiences of School Administrators in Implementing the MATATAG Curriculum in selected Inclusive Learning Communities

Abstract

This study addresses the limited studies on the implementation of the MATATAG Curriculum by exploring the lived experiences of school administrators in selected inclusive learning communities. Guided by Bronfenbrenner’s Ecological Systems Theory, it determined how school practices, stakeholder involvement, and policy structures influenced administrators’ experiences and aligned with SDG 4 that ensure inclusive and equitable quality education. Using a qualitative phenomenological design, the researcher conducted semi-structured interviews with ten purposively selected administrators directly involved in curriculum implementation during School Year 2025–2026. Data were analyzed using Colaizzi’s method. Findings revealed four major themes: Inconsistent Training Preparedness, Collaborative Implementation Success, Insufficient Learning Resources, and Gradual Teacher Mastery. Administrators encountered challenges such as delayed implementation, resource alignment issues, teacher capacity gaps, and instructional time constraints. They responded through classroom monitoring, resource mobilization, collaborative professional development, and stakeholder partnership support. The study highlights that curriculum implementation requires coordinated systems, ethical leadership, and sustained institutional support. It recommends timely resources, stronger capacity building, logistical assistance, unified policy guidance, and further research in other educational contexts.