MATATAG Curriculum Structural Analysis, Level of Culture Integration and Music, Arts, Physical Education and Health (MAPEH) Teachers’ Readiness

Abstract

This study examines the implementation of the MATATAG Curriculum in MAPEH instruction across secondary schools in Sultan Kudarat, Philippines. The research focuses on curriculum structural analysis, cultural integration, and teacher readiness, addressing gaps in the previous K-12 system. Using a descriptive-evaluative and correlational design, data were collected from 63 MAPEH teachers. Results indicate high curriculum structural quality (M=4.08) and strong cultural integration (M=4.18), with teacher readiness rated as high (M=3.97). Significant positive correlations were found between curriculum structure, cultural integration, and teacher preparedness (r=0.57 and r=0.60, p<0.05). Challenges include limited resources and the need for specialized training. Recommendations include enhancing resource provision, culturally responsive teaching, and continuous professional development. The study underscores the importance of curriculum quality and teacher readiness in achieving inclusive, effective education.