Asian Journal of Education and Social Studies

Mathematics is viewed as one of the most critical subjects wherein students are encouraged to study the discipline. This study was conducted to determine the challenges faced in the implementation of the National Mathematics Program to the Grades 1-3 teachers of District 1 in Kabugao. Frequency and percentage, weighted mean, one-way ANOVA, and thematic analysis was used in data gathering. Results highlights the need for differentiated professional development to support a workforce of all-female educators with varying levels of experience in Kabugao District 1. While the National Mathematics Program (NMP) is generally well-received, systemic challenges such as curriculum complexity, gaps in teacher training, and instructional language barriers hinder its full implementation. Less experienced teachers face greater difficulties, emphasizing the importance of mentorship programs were veteran educators guide novices. The recommendations include enhancing teacher training, establishing structured mentorship initiatives, simplifying and contextualizing the curriculum, strengthening administrative and instructional support, improving clarity and accessibility of teaching resources, and conducting regular evaluations. Addressing these areas through targeted reforms will ensure a more effective and inclusive execution of the NMP across all experience levels.