MATATAG Curriculum Preparedness and Teacher Job Satisfaction in Calasanz de Davao Academy, Inc.

Abstract

This quantitative, descriptive-correlational study explored the level of MATATAG Curriculum Preparedness and its association with Teacher Job Satisfaction among the teachers of Calasanz de Davao Academy, Inc., a private school. A stratified random sample of 31 teachers (Elementary and Junior High School) was drawn from a population of 34 teachers. A validated, two-part survey questionnaire was used to collect data, and the results were analyzed in terms of Mean, Standard Deviation, and the Pearson Product-Moment Correlation Coefficient . The results indicated that the teachers were Moderately Prepared for the MATATAG Curriculum ( x̄ = 2.65). Their Perceived Self-Efficacy was high ( x̄ = 3.15), but overall preparedness was constrained by low Resource Availability (x̄ = 2.21). Teachers were generally contented with their work (x̄ = 3.19), mostly because they were highly contented with Intrinsic Factors (x̄ = 3.42). The main objective was met by the finding that there is a moderately strong, positive, and statistically significant relationship between MATATAG Curriculum Preparedness and Teacher Job Satisfaction (r = 0.575,p = 0.001); the null hypothesis was therefore rejected. The study concludes that enhancing institutional support, especially the delivery of instructional resources, is essential both for ensuring curriculum fidelity and for its direct positive effect on teacher morale and well-being. The positive relationship demonstrates that preparedness functions as one of the resources needed to cope with the demands of curriculum reform.