This study determined the level of implementation and perceived relevance of the Weekly Learning Matrix (WeeLMat) among teachers, school heads, and selected Department of Education (DepEd) personnel in District II of the Schools Division of Bacolod City. A quantitative research design was employed using a structured survey questionnaire administered to n = 170 teachers, along with 7 school heads and 3 selected DepEd personnel, to capture diverse stakeholder perspectives. Descriptive statistics, particularly the mean and standard deviation, were utilized to analyze the data. Findings revealed that the implementation of the WeeLMat was generally rated high across key areas, with an overall mean of 3.825, indicating its effectiveness as an instructional planning and monitoring tool. It was found to support organized lesson delivery, alignment with competencies, and structured learning activities. Similarly, its perceived relevance was rated high, with an overall mean of 3.817, highlighting its role in providing clear instructional guidance, strengthening lesson planning, supporting learning continuity during disruptions, and promoting learner engagement. However, variations in responses among stakeholder groups suggest inconsistencies in implementation and differences in utilization across schools. These findings point to the need for improved standardization, stronger monitoring mechanisms, and enhanced collaboration among educators and administrators. The study concludes that the WeeLMat is a valuable instructional framework that supports effective teaching and learning. To further maximize its potential, continuous professional development, strengthened instructional leadership, and collaborative planning are recommended. Based on the findings, an Implementation Improvement Plan was proposed to enhance its consistent use and overall effectiveness in supporting quality education in the district.