Title Slide

Good [morning/afternoon], esteemed panel, colleagues, and guests.

My name is KrisMarie Mantac Benedicto, and I am presenting my thesis
titled “Teachers' Readiness and Pedagogical Practices in
Implementing the MATATAG Curriculum”.

Introduction

This study aimed to explore the predictors of teachers’ competence

in implementing the MATATAG Curriculum, with a particular focus on
teacher readiness and pedagogical practices.

Firstly, I identify persistent challenges in Banisilan, where many

teachers have limited exposure to professional development in learner-
centered and inquiry-based strategies. In fact, 59% of social studies
teachers have not received training in these methods.

Statement of the Problem

In this study, I focused on examining teachers' readiness and

pedagogical practices in relation to their competence in implementing
the MATATAG curriculum. Specifically, the research aims to address
these questions:

1. What is the level of teachers' readiness in implementing the

MATATAG Curriculum in terms of attitudes, teaching experience,
and learning resources?
2. What is the level of teachers' pedagogical practices in terms of
classroom management, instructional methods, technology
integration, and assessment strategies?
3. What is the level of teachers' competence in implementing the
MATATAG Curriculum in terms of self-direction, empathy, and
cooperation? (Read all SOP in the slide)

Theoretical Framework

The theoretical foundation of this study is anchored in Self-Determination

Theory (SDT), developed by Deci and Ryan (2017). This theory explains
how personal and social factors influence teachers’ motivation,
engagement, and professional growth.

Conceptual Framework

Here is the conceptual framework of the study, which links teachers'

readiness and pedagogical practices with their competence in
implementing the MATATAG curriculum. This framework guided the
analysis of how factors like teacher attitudes, resources, teaching
methods, and classroom management influence their abilities to
effectively implement the curriculum.

Results – Phase 1 (Quantitative)

Teachers' Readiness in Implementing the MATATAG

Curriculum
This slide assesses teachers' readiness in implementing the
MATATAG curriculum in terms of attitude, teaching experience, and
learning resources.

(Read variable, Mean, Description-Implication written in the slide)

Pedagogical Practices

Next, pedagogical practices in terms of classroom management,

instructional methods, technology integration, and assessment
strategies.

(Read variable, Mean, Description-Implication written in the slide)

Competence in Implementing the MATATAG Curriculum

The study also assessed teachers' competence in implementing the

MATATAG Curriculum, focusing on self-direction, empathy, and
cooperation.

(Read variable, Mean, Description-Implication written in the slide)

Correlation Between Readiness and Competence

The findings indicate a significant positive correlation between

teachers' readiness (attitude, teaching experience, and resources) and
their competence in self-direction, empathy, and cooperation.

 Attitude is positively correlated with Teachers Competence

 Teaching Experience is positively correlated with Teachers
Competence
 learning resources are positively correlated with teachers’
competencies

Implications

The implications of these findings are profound. Teachers with strong

pedagogical practices in areas like classroom management,
instructional methods, and assessment strategies tend to have higher
levels of professional competencies.

Teachers' Readiness and Competence

This slide presents the findings of our study on the impact of

teachers’ readiness on their competence in implementing the
MATATAG Curriculum, specifically focusing on self-direction and
empathy.
Teachers’ Readiness on Self-Direction (Table 12)

Let’s begin with the self-direction competency. The regression

analysis shows that teaching experience (p = 0.000) and learning
resources (p = 0.000) significantly predict teachers' self-direction.
The model explains 49.9% of the variance in self-direction, indicating a
strong predictive relationship (R² = 0.499, F = 102.353, p = 0.000).

Teachers’ Readiness on Empathy (Table 13)

Now, moving on to teachers' readiness in relation to empathy, the

regression analysis indicates that attitude (p = 0.031) and teaching
experience (p = 0.000) significantly predict teachers’ empathy. The
model explains 40.2% of the variance in empathy (R² = 0.402, F =
69.127, p = 0.000), demonstrating that attitude and experience are
strong predictors of teachers' ability to empathize with their students.

Teachers’ Readiness on Cooperation

Now, let’s look at teachers' readiness in terms of cooperation. The

regression analysis reveals that attitude (p = 0.009), teaching
experience (p = 0.000), and learning resources (p = 0.026)
significantly predict teachers’ ability to collaborate effectively with
colleagues. The model explains 33.4% of the variance in cooperation,
demonstrating that teachers' readiness in terms of these factors
contributes meaningfully to their cooperative competencies.

Teachers’ Pedagogical Practices and Their Competence

In this slide, we explore the relationship between teachers'

pedagogical practices and their competence in implementing the
MATATAG Curriculum, based on Spearman’s correlation results.

Key Findings:

 classroom management is positively correlated with

teachers competence.
 Instructional methods show strong positive correlations
with teachers competence
 Technology integration is positively associated with
teachers competence
 Assessment strategies demonstrate the strongest
positive correlations with teachers competence

Teachers' Pedagogical Practices and Competence

This slide presents the regression analysis results on how

teachers' pedagogical practices influence their competencies in
implementing the MATATAG Curriculum, specifically focusing on
self-direction and empathy.
Teachers’ Pedagogical Practices on Self-Direction (Table 16)

The analysis shows that classroom management (p = 0.000),

technology integration (p = 0.008), and assessment strategies (p
= 0.000) significantly predict teachers' self-direction in
implementing the MATATAG curriculum. The model explains 65.8% of
the variance, indicating that effective pedagogical practices—
particularly classroom management, assessment strategies, and
technology integration—are strong predictors of teachers' ability to
manage their professional learning independently.

Teachers’ Pedagogical Practices on Empathy (Table 17)

Next, for empathy, classroom management (p = 0.000) and

assessment strategies (p = 0.001) significantly predict teachers'
empathy in the classroom. The model explains 56.7% of the variance
in empathy, demonstrating that pedagogical practices, particularly
classroom management and assessment strategies, are strong
predictors of teachers' ability to demonstrate empathy with their
students.

Teachers’ Pedagogical Practices and Cooperation

In this slide, we examine teachers' pedagogical practices and their

influence on cooperation in implementing the MATATAG
Curriculum. The regression analysis results show that classroom
management (p = 0.000), technology integration (p = 0.008), and
assessment strategies (p = 0.000) significantly predict teachers'
cooperation. The model explains 50.9% of the variance in
cooperation, highlighting that these pedagogical practices are key to
teachers' ability to collaborate effectively with colleagues.

Phase 2 ---Qualitative

 Read themes in the slide

Conclusion

This study explored the challenges teachers face in implementing the

MATATAG Curriculum and how they cope with these challenges.

 Teachers’ Readiness: Teachers showed high readiness, driven

by positive attitudes, strong teaching experience, and
access to learning resources, all of which contributed to their
competence in curriculum implementation.
 Key Challenges: Despite their readiness, teachers faced issues
like time constraints, difficulty in lesson planning, and
managing diverse student needs, requiring continuous
adjustments.
 Coping Strategies: Teachers employed strategies like
resourcefulness, peer collaboration, and professional
development to overcome these challenges.
 Key Takeaway: Teachers’ readiness, influenced by their
experience, attitudes, and resources, is key to their success.
Ongoing support, resources, and professional development
are essential for the successful implementation of the
curriculum.

Recommendations

 Read recommendations in the slide

Modified Conceptual Framework of the Study

This slide presents the modified conceptual framework

for the study

 Read Independent Variables:

 Read Qualitative Results (Moderating Variables):
 Read Dependent Variable:

The qualitative results moderate the relationship

between teachers' readiness and pedagogical practices
(independent variables) and teachers' competence
(dependent variable). This indicates that external factors
like professional development and collaboration
significantly influence teachers’ ability to implement the
curriculum effectively.

Thank You

Thank you for your attention.