Teaching Literature in the 21st Century: Awareness of English Teachers in Public Secondary Schools during the MATATAG Curriculum Implementation
Redores Ansuban, Josephine Baguio
Received: 05 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 19 February 2026
DOI: https://doi.org/10.66074/6T7Y8U9I0
Abstract
This qualitative phenomenological study examined how 12 public secondary English teachers in Davao Oriental understand and enact literature instruction under the MATATAG Curriculum. Thematic analysis revealed that teachers’ awareness centers on aligning curriculum expectations with 21st-century skills like critical thinking and empathy. In practice, they act as active curriculum interpreters rather than passive implementers, employing student-centered strategies, self-developed resources, and technology to bridge the gap between policy and classroom reality. However, the findings underscore a critical need for sustained systemic support, specifically through specialized professional development, accessible instructional materials, and institutional backing. Ultimately, the study argues that the success of curriculum reform depends on empowering teachers’ professional judgment and creativity. Strengthening these support structures is essential for translating the goals of the MATATAG framework into high-quality, meaningful literature instruction in public secondary schools.
Keywords: awareness, English teachers, literature instruction, MATATAG curriculum, phenomenology
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]