Abstract
This phenomenological study explored the lived experiences of Grade 7 English teachers in Surigao del Norte during the initial implementation of the MATATAG Curriculum. Anchored on the Concerns-Based Adoption Model (CBAM), particularly the Stages of Concern (SoC), and analyzed through Colaizzi’s descriptive method, the research aimed to capture these experiences in the context of instructional shifts, pedagogical adjustments, and practical challenges brought about by the curricular reform. Guided by the general problem of understanding teachers’ experiences and responses to the MATATAG Grade 7 English Curriculum, data were gathered through in-depth interviews and analyzed thematically. The study revealed that teachers encountered institutional constraints, instructional realignments, and adaptation challenges that shaped their implementation experiences. Their concerns were primarily situated in Stage 3 (Management) of the CBAM framework, indicating a focus on organizing instructional tasks, adjusting to classroom realities, and managing resource limitations. This highlight the need for improved implementation planning, targeted logistical support, and validation of grassroots strategies. It is recommended that educational stakeholders enhance pre-implementation readiness, provide context-specific training, and recognize teacher-driven innovations as part of sustaining effective curriculum reform.
