This study assesses readiness under the MATATAG Curriculum by DepEd, aiming to enhance education through critical thinking and adaptability. It identifies support needs, refines strategies, and suggests professional growth plans. It was conducted at Kaysuyo National High School S.Y. 2024-2025, assessed teachers’ preparedness for classroom observations under the MATATAG Curriculum using a qualitative descriptive design. Purposive sampling and validated questionnaires explored experiences, strategies, and challenges. Ethical measures ensured confidentiality and voluntary participation. Data were analyzed with descriptive statistics and decoding techniques to inform instructional and supervisory strategies. It highlighted teacher preparedness for classroom observations under the MATATAG Curriculum. Eight teachers (50% male, 50% female) at Kaysuyo National High School described it as holistic, promoting critical thinking and adaptability. Strategies like group discussions, differentiated instruction, and project-based learning addressed diverse needs, though challenges arose in contextualizing competencies, managing dynamics, and integrating technology. SLAC, FGDs, and feedback supported growth, while teachers recommended dynamic, collaborative observations for continuous improvement. The study emphasized gender balance, strategies, and feedback in preparing teachers for MATATAG Curriculum observations. Continuous support and professional development are vital. Recommendations focus on curriculum adaptation, strategy refinement, and leveraging feedback for growth and improvement.
