Practitioners’ Perspective in Teaching GMRC in MATATAG Curriculum

This study aimed to investigate the lived experiences and perspective of teachers teaching GMRC within the MATATAG Curriculum. A qualitative research design, specifically narrative approach, was employed in the study.Six (6) teacher participants were selected via purposive sampling. Three (3) of whom are teaching Grade one (1) and three (3) are teaching Grade four (4). A systematic thematic analysis was utilized to interpret the interview data. The result revealed the following themes about the perception of teachers regarding goals and content of GMRC in the MATATAG Curriculum: aligning GMRC Goals with educational and moral values, facing challenges in content delivery and pedagogical approach, and implementing with constraints on autonomy of GMRC teachers. For the challenges faced by the teachers in teaching GMRC in MATATAG Curriculum, the results revealed the following themes: having insufficient teacher training and professional development, experiencing limited resources and instructional materials, and dealing with diverse learner background and socioeconomic barriers. Providing teacher training and professional development, utilizing technology and interactive teaching materials, and strengthening parental and community involvement are potential recommendations to improving teaching GMRC in the context of the MATATAG Curriculum.