Teacher Readiness for the Implementation of Enhanced K-10 Curriculum: Basis for Support Mechanism Program

Teacher Readiness for the Implementation of Enhanced K-10 Curriculum: Basis for Support Mechanism Program

Gladys Mae F. Caspe, Arturo Jr. V. Sarrosa, PhD, MAN, RN,

Central Philippines Adventist College Alegria, Murcia, Negros Occidental

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000178

Received: 28 May 2025; Accepted: 30 May 2025; Published: 05 July 2025

ABSTRACT

This study explored the readiness of Grade 1 and Grade 4 teachers in the District of Manapla, Division of Negros Occidental, for the implementation of the Enhanced K-10 Curriculum. This study serves as a basis for the Support Program Mechanism. Using a descriptive quantitative design through predictive analysis, a self-constructed, validated, and reliability-tested survey questionnaire was employed (Teacher Readiness for the Enhanced K-12 Curriculum Implementation: (Perceived Challenges in Implementing the Enhanced K-10 Curriculum Questionnaire). Respondents were Grade 1 and Grade 4 teachers in all elementary schools in a selected municipality in Negros Occidental, Philippines. The census method was utilized. The teacher respondents were mostly female (88.0%), primarily holding Bachelor’s degrees (74.0%), with the largest group having 4-10 years of teaching experience (38.0%) and specializing in non-language subjects (48.0%). Overall teacher readiness for the implementation of the Enhanced K-12 curriculum was high (mean = 4.94 out of 6.0), with the highest readiness in assessing student learning (mean = 5.08) and the lowest in curriculum knowledge (mean = 4.79). Perceived challenges in implementing the Enhanced K-10 Curriculum were slightly high (mean = 3.94), with the greatest challenges being the need for digital tool training (mean = 4.51), limited planning time (mean = 4.46), and lack of collaboration (mean = 4.38). Random Forest Regression indicated that teacher readiness (Rsquared = 0.85) was most influenced by the extent of challenges (%IncMSE = 25.67), followed by teaching experience (%IncMSE = 18.92) and educational attainment (%IncMSE = 10.55).

Manapla’s elementary teachers, mostly female with bachelor’s degrees and diverse experience, show high readiness for the Enhanced K-10 curriculum, especially in assessment, despite facing moderately high challenges in digital integration and planning. Teacher readiness is significantly influenced by years of experience, educational attainment, and perceived challenges, highlighting key areas for focused support.

INTRODUCTION

This chapter presents the background of the study, the statement of the problem, the research objectives, the scope and limitations of the study, and the definition of terms.

The implementation of the Enhanced K-10 curriculum represents a significant shift in the Philippine educational system, aiming to produce globally competitive graduates. However, the success of this reform heavily relies on the preparedness and readiness of teachers to deliver the new curriculum effectively. This study aims to evaluate teacher readiness for implementing the Enhanced K-10 curriculum, providing a basis for developing a support mechanism program.

Background of Study

The Philippine educational landscape has undergone a significant transformation with the introduction of the Enhanced K-10 Curriculum, a reform designed to bridge foundational learning gaps and cultivate 21st-century skills among students (Singh, 2024 as cited in Garma, 2024). This curriculum emphasizes the development of essential competencies such as literacy, numeracy, and life skills (Singh, 2024 as cited in Garma, 2024). However, the successful enactment of this enhanced program is intrinsically linked to the preparedness of the educators who will deliver it in the classrooms (Estrellado, 2023 as cited from Wood & Butt, 2014).

The impetus for this curriculum reform stems from the Philippines’ concerning performance in international assessments over the past decade (Lopez & Garcia, 2023; Tan & Santiago, 2022). Notably, the 2018 Program for International Student Assessment (PISA) revealed the Philippines’ last place ranking in Mathematics, Science, and reading comprehension, underscoring the critical need for educational reform to address fundamental weaknesses in literacy and numeracy (World Bank, 2022; Garcia & Diaz, 2021). Consequently, the Enhanced K-10 Curriculum was initiated to tackle these foundational gaps.

Nevertheless, the transition to this new curriculum has presented various challenges, particularly concerning teachers’ readiness (Estrellado, 2023 as cited from Wood & Butt, 2014). Teachers are pivotal in the educational process, acting as both interpreters of the curriculum’s content and facilitators of its implementation within the classroom (Estrellado, 2023 as cited from Wood & Smith, 2022). Thus, their level of preparedness significantly influences the effective adoption of the Enhanced K-10 curriculum. A recent local investigation into the Enhanced K-10 Curriculum rollout emphasized the importance of investing in comprehensive teacher training, enhancing support mechanisms, and fostering inclusive practices to ensure successful implementation (Villaver et al., 2024). Furthermore, the study highlighted the necessity of continuous teacher support, professional growth opportunities, and collaborative efforts between educators and parents to guarantee the new curriculum’s effectiveness and sustainability (Villaver et al., 2024).

Moreover, recommendations from other studies include further investment in teacher development, strengthening the involvement of parents and the community, and addressing logistical and infrastructural limitations (Resoor, 2023). Abrupt curriculum changes coupled with inadequate teacher preparation and insufficient resources can leave educators feeling ill-equipped (Resoor, 2023). If teachers’ readiness is not thoroughly examined and addressed, the implementation of the new curriculum risks being ineffective, potentially harming both teachers and students (Balansag et al., 2024). Persistent challenges include the ongoing need for teacher support, professional development, and collaboration between home and school (Balansag et al., 2024).

While existing research highlights the significance of teacher readiness, there remains a need for localized surveys that examine the specific challenges encountered by educators in particular contexts. In the District of Manapla, for instance, observations indicate issues such as a lack of sufficient textbooks for Grade 1, broadly defined lesson exemplars, and the absence of specific textbooks and teachers’ manuals for subjects like MAPEH 4 (Aguirre, personal interview, January 2025). These unique circumstances highlight the pressing need to assess teacher readiness and identify necessary support mechanisms to ensure the successful implementation of the Enhanced K-10 Curriculum, especially within the elementary schools of the Manapla district.

It is from this standpoint that the researcher is motivated to conduct this study. The aim is to explore the obstacles faced by teachers in Manapla and their support requirements, with the goal of providing valuable insights for policymakers and school administrators. Ultimately, this research seeks to contribute to enhanced teacher preparation, enabling educators to more effectively contribute to the overarching objective of improving educational outcomes in the Philippines.

Statement of the Problem

This study aimed to determine the readiness of Grade 1 and Grade 4 elementary school teachers in the District of Manapla for the implementation of the Enhanced K-10 curriculum. Specifically, it sought to address the following questions:

What are the profile characteristics of the respondents in terms of:

1. gender,
2. educational attainment,
3. years of teaching experience,
4. and subject specialization?

What is the extent of perceived challenges/barriers teachers face in implementing an enhanced K-10 curriculum?

To what extent are teachers ready for the implementation of enhanced K-10 curriculum when taken as a whole and when analyzed in terms of:

1. Knowledge and understanding of the Enhanced K-10 curriculum,
2. Preparedness to deliver new instructional strategies,
3. Confidence in using provided teaching materials and resources,
4. Ability to assess student learning under the new curriculum?

How do profile characteristics (gender, educational attainment, years of teaching experience, subject specialization) and extent of challenges/barriers faced by teachers predict readiness in the implementation of Enhanced K-10 curriculum?

What strategies and support mechanisms can be recommended to enhance teacher readiness and address identified challenges for the effective implementation of the Enhanced K-10 curriculum?

Research Objectives

The objectives of this study are to:

Determine the profile characteristics of respondents:

1. Identify the gender distribution (male, female) of the teachers.
2. Determine the educational attainment levels of the teachers (bachelor’s degree, master’s degree, doctorate degree).
3. Determine the subject specializations of the teachers (language-related subjects, math, and other non-language-related subjects).

Evaluate teacher readiness for the enhanced K-10 curriculum implementation:

1. Assess the teachers’ knowledge and understanding of the Enhanced K-10 curriculum.
2. Assess the preparedness of teachers to deliver new instructional strategies required by the Enhanced K-10 curriculum.
3. Measure the confidence levels of teachers in using the teaching materials and resources provided for the Enhanced K-10 curriculum.
4. Measure the ability of teachers to assess student learning under the new Enhanced K-10 curriculum.

Measure the perceived challenges and barriers teachers face when implementing the Enhanced K-10 curriculum.

Examine the Relationship between profile characteristics, challenges, and teacher    readiness: Analyze how profile characteristics (gender, educational attainment, years of teaching experience, subject specialization) and the extent of challenges/barriers predict teacher readiness for the Enhanced K-10 curriculum implementation using a Random Forest Model.

Formulate Strategies and Support Mechanisms:

1. Propose strategies and support mechanisms to enhance teacher readiness for the Enhanced K-10 curriculum implementation.
2. Suggest practical interventions to address the identified challenges and barriers, improving the overall effectiveness and success of Enhanced K-10 curriculum implementation.

Scope and Limitation of the Study

This study focused on evaluating the readiness of 36 Grade 1 teachers and 76 Grade 4 teachers (total n=112) within the District of Manapla for the implementation of the Enhanced K-10 Curriculum during the school year 2024-2025. Teacher readiness was assessed in terms of their knowledge and understanding of the curriculum, their preparedness for its delivery, their confidence in teaching it, and their perceived ability to assess student learning under the new framework. Furthermore, this study aimed to identify the challenges encountered by these teachers in implementing the curriculum, which would serve as the basis for proposing a support mechanism program.

The scope of this study was limited to the perceptions of the 100 available Grade 1 and Grade 4 teachers who participated as respondents. The selection of these grade levels was due to their involvement in the initial roll-out phases of the new curriculum. The assessment of teacher readiness relied on self-perception data, which, while collected anonymously across all schools in the district to reduce social desirability bias, may still be influenced by individual reporting tendencies.

Significance of the Study

This study is envisioned to be significant to the following stakeholders:

DepEd Officials

The findings of this study would serve as a basis for improving teacher performance in implementing the existing Enhanced K-10 curriculum. DepEd officials could utilize these insights to develop and refine policies, strategies, and training programs to ensure smooth implementation of curriculum changes across the region (Santos & Villar, 2023; Ramos & Cruz, 2023).

School Administrators/Principals

The results of this study could serve as a guide for school administrators and principals in understanding their teachers’ readiness and challenges. It would assist in crafting tailored support programs that foster teacher development, address challenges, and ensure the successful implementation of the Enhanced K-10 curriculum (Mendoza & Garcia, 2022; Alvarez & Tan, 2024). Furthermore, school leaders could use the findings to enhance resource allocation, training, and continuous professional development.

Teachers

Teachers would benefit from this study as it highlights their readiness levels and provides valuable information about their challenges and needs. Understanding these aspects would enable them to engage in a more reflective practice and participate in relevant training and support systems designed to increase their confidence and competence in implementing the Enhanced K-10 curriculum (Lopez & Garcia, 2023; Torres & Santos, 2022). Moreover, this study emphasizes the importance of teacher preparedness and provides a foundation for personal and professional growth within the changing educational landscape.

Parents

The findings of this study could serve as a catalyst for parents to cooperate actively in school activities that support the successful implementation of the Enhanced K-10 curriculum. When parents are informed about the challenges teachers face and the resources they need, they could become more involved in their children’s education, providing both moral and practical support for improved student performance (Salazar & Santos, 2024; De la Cruz & Rivera, 2024). Parental engagement plays a crucial role in reinforcing learning outcomes and encouraging a positive educational environment.

Other Researchers

The results of this study would serve as a benchmark for future research endeavors in education. Other researchers can use the findings to undertake similar studies in different schools, districts, or regions, providing comparative insights into teacher readiness and the successful implementation of educational reforms. This study also contributes to the body of knowledge on curriculum change and implementation, offering a foundation for further innovations and confirming or challenging the findings of previous studies (Lopez & Rivera, 2023; Garcia & Aquino, 2021).

Education Policy Makers

The findings would inform education policy makers by offering a comprehensive understanding of the current state of teacher readiness for curriculum changes in the Philippines. This would guide the creation of effective policies and initiatives that support the professional development of teachers and the efficient roll-out of educational reforms at national and regional levels (Santos & Villar, 2023 & Tan & Salazar; Dela Cruz & Rivera, 2024).

Educational Institutions and Training Providers

Educational institutions and training providers could use this study to tailor professional development programs that align with the needs of teachers in the field. It would highlight the specific areas where teachers require further training, such as knowledge of the Enhanced K-10 curriculum, teaching strategies, and assessment methods, enabling more targeted and effective educational workshops and training sessions (Tan & Salazar, 2021; Ramos & Garcia, 2022).

Definition of Terms

The conceptual and operational definitions of the terms to be used in this study are hereby given for better understanding.

Ability to assess student learning under the new curriculum- Conceptually, this refers to the teachers’ ability to design, create, formulate assessment tests directly related to and tailored to the competencies and objectives of the Enhanced K-10 curriculum (Layao 2021).

Operationally, the “Ability to assess student learning under the new curriculum” was determined by the average score of teachers’ self-reported agreement on five specific items within Dimension 4 of the “Teacher Readiness for the Enhanced K-10 Curriculum Implementation: A 20-Item Questionnaire.” These items assessed their confidence in using prescribed assessment methods, applying formative assessments, adjusting teaching based on assessment data, the perceived effectiveness of provided assessments, and their ability to analyze assessment results to improve student outcomes. Responses to each item were rated on a 6-point Likert scale (1=Strongly Disagree to 6=Strongly Agree), and the mean score across these five items indicated the overall perceived ability, which was then interpreted using the provided scale from Very High to Very Low.

Confidence in using provided teaching materials and resources- Conceptually, teachers confidence in using provided instructional materials and resources is very important in delivering the lessons effectively especially on the implementation of the new curriculum (Ball & Cohen 1999, DepEd, 2022).

Operationally, “Confidence in using provided teaching materials and resources” was determined by the average score of teachers’ self-reported agreement on five specific items within Dimension 3 of the “Teacher Readiness for the Enhanced K-10 Curriculum Implementation: A 20-Item Questionnaire.” These items assessed their confidence in using provided materials, the alignment of resources with learning goals, their capability in utilizing digital tools, the perceived improvement in teaching effectiveness due to the resources, and the adequacy of support from these materials. Responses to each item were rated on a 6-point Likert scale (1=Strongly Disagree to 6=Strongly Agree), and the mean score across these five items indicated the overall perceived confidence, which was then interpreted using the provided scale from Very High to Very Low.

Educational attainment. This refers to the highest level of education that an individual has completed. This is distinct from the level of schooling that an individual is attending (Kominski & Siegel, 1993).

Operationally, it specifically categorizes the teachers completed level of education into Bachelor’s degree, Master’s degree, or Doctorate degree. It will be used as part of the teachers’ demographic profile to assess how their educational attainment relates to their readiness to implement the Enhanced K-10 Curriculum, examining whether their level of education influences their preparedness for curriculum implementation.

Enhanced K-10 Curriculum. Conceptually, it is an enhance K-10 comprehensive and well-organized educational framework created to improve the standard of teaching in the Philippines.

Operationally, this term refers to describe the newly implemented curriculum in the Philippine educational system, which will be evaluated in terms of how its implementation impacts teachers’ readiness and ability to provide effective classroom instruction in the District of Manapla.

Gender. Conceptually, gender is either of the two sexes (male and female), especially when considered with reference to social and cultural differences rather than biological ones. The term is also used more broadly to denote a range of identities that do not correspond to established ideas of male and female (Oxford Dictionary, 2024). It also refers to a group of people in a society who share particular qualities or ways of behaving which that society associates with being male, female, or another identity (Cambridge Dictionary, 2025).

Operationally, gender refers to the social orientation of the teachers involved, categorized as male, female or another identity. It will be used as part of the teachers’ demographic profile to investigate any possible effects of gender on the teachers’ preparedness to implement the Enhanced K-10 Curriculum.

Knowledge and understanding of the Enhanced K-10 curriculum – Conceptually, this term refers to the awareness of teachers, familiarity and understanding of the principles and competencies, pedagogy and content standards enclosed in the Enhanced K-10 Curriculum to effectively implement into classroom instructions (Dequito 2024).

Operationally, “Knowledge and understanding of the Enhanced K-10 curriculum” was determined by the average score of teachers’ self-reported agreement on five specific items within Dimension 1 of the “Teacher Readiness for the Enhanced K-10 Curriculum Implementation: A 20-Item Questionnaire.” These items assessed their familiarity with objectives, understanding of key concepts, ability to explain the curriculum’s purpose, training on its framework, and comprehension of its alignment with educational trends. Responses to each item were rated on a 6-point Likert scale (1=Strongly Disagree to 6=Strongly Agree), and the mean score across these five items indicated the overall perceived knowledge and understanding, which was then interpreted using the provided scale from Very High to Very Low.

Preparedness to deliver new instructional strategies conceptually refers to the extent to which teachers possess the knowledge, skills, and disposition necessary to effectively implement innovative teaching methods and adapt their pedagogical practices in response to curriculum changes or evolving educational needs (Fullan, 2007). This encompasses their understanding of new strategies, their confidence in applying them, and their willingness to embrace changes in their instructional approaches.

Operationally, “Preparedness to deliver new instructional strategies” was determined by the average score of teachers’ self-reported agreement on five specific items within Dimension 2 of the “Teacher Readiness for the Enhanced K-10 Curriculum Implementation: A 20-Item Questionnaire.” These items assessed their professional development for new strategies, ability to integrate active learning, readiness to implement new strategies, confidence in modifying teaching approaches, and belief in the improvement of teaching due to new strategies. Responses to each item were rated on a 6-point Likert scale (1=Strongly Disagree to 6=Strongly Agree), and the mean score across these five items indicated the overall perceived preparedness, which was then interpreted using the provided scale from Very High to Very Low.

Teacher Readiness. Conceptually, it is the willingness or a state of being prepared for something (Cambridge Dictionary, 2024).

Operationally, readiness refers to the extent to which Grade 1 and Grade 4 teachers in the District of Manapla are equipped to effectively implement the Enhanced K-10 Curriculum, incorporating into account their knowledge, abilities, confidence, and readiness to adapt to the new curriculum requirements in the 2024–2025 academic year. It would be measured using a 20-item researcher made questionnaire with four critical dimensions: Knowledge and understanding, preparedness to deliver new instructional strategies, confidence in using provided teaching materials and resources, and ability to assess student learning based on Constructivist Learning Theory (Piaget, 1973; Vygotsky, 1978).

Subject Specialization. A specialization is an area of expertise in your field of work. Your expertise may relate to your degree program if you completed a double major, a major with a minor, a major with a certification or a major with a subject concentration or practical training in an area of study (Indeed Editorial Team 2025)

Operationally, it refers to the fields of study or subjects such as Language, Math and Other Non-Language related subjects that Grade 1 and Grade 4 teachers in the District of Manapla have focused on. This may have an impact on their readiness and capacity to apply the Enhanced K-10 Curriculum in the 2024–2025 academic year.

Support Mechanism. Conceptually, this term refers to any formal system or method of providing support or assistance (Collins English Dictionary, 2025).

Operationally, in this study, it refers to the methods, materials, and tactics offered by the community, schools, and educational authorities to help Grade 1 and Grade 4 teachers in the District of Manapla successfully apply the Enhanced K-10 Curriculum. This covers administrative assistance, mentoring, access to instructional resources, and professional development activities.

Teaching experience. This refers to the combined developed skills, exposure, and training that help do current work more effectively and prepare one for a teaching position. It typically involves working with students or groups to facilitate their learning (Indeed Editorial Team 2024).

Operationally, “teaching experience” is kept the same in this study, but it is divided into four categories: those with 0-3 years, 4-10 years, 11-20 years and 21 years and above years of experience. The influence of this classification on teachers’ preparedness to apply the Enhanced K-10 Curriculum will be evaluated.

REVIEW OF RELATED LITERATURE AND STUDIES

Knowledge is expanding and society is evolving. The curriculum should therefore be adjusted appropriately. A good understanding of change and a clear conception of the curriculum are necessary conditions for improved implementation of the new curriculum into practice (Mondal & Das, 2021). This chapter serves as the foundation for exploring Grade 1 and Grade 4 teachers’ readiness to implement the Enhanced K-10 Curriculum in the District of Manapla. It is to comprehensively review the related literature and studies on curriculum change and teachers’ readiness, emphasizing the interplay between these two crucial aspects of educational reform to give suitable recommended strategies and support mechanism to enhance teachers’ readiness.

The Enhanced K-10 Curriculum

Description of Enhanced Curriculum

 The Enhanced K-10 or was popularly known as MATATAG Curriculum is the latest educational framework that will be followed in all the educational institutions of Philippines. According to studies, the Philippines was facing “Learning Losses” as its students did not match the skills and competencies of the international students. It was seen that the problem was not in the students, rather the curriculum needed to be revised. Enhanced K-10 or the MATATAG curriculum is a revised K to 10 curriculum that was introduced on August 10, 2023 by the Department of Education (DepEd) in Philippines. It is part of the K to 12 Education Program. It was launch by the Department of Education (DepEd) to make sure that the education system is producing well-rounded people who can face all the challenges of work and life. For that, the curriculum reduces academic pressure, focuses on critical thinking, digital literacy and creativity. Enhanced K-10 or MATATAG is the acronym for the following: Ma – Make the curriculum up-to-date to ensure the production of active, job-ready, responsible and competent citizens; TA – Take the necessary steps to speed up providing basic education to the students; TA – Take care of the students by making sure that the learning environment is inclusive and positive; and G – Give the necessary support to instructors and teachers to ensure they teach better.

The Department of Education (DepEd) understood that rushing into implementing the Enhanced K-10 curriculum would not be a good idea. To bring about such a huge academic change needs time. Therefore, the curriculum is being introduced in phases. The first phase of the implementation process started in 2024. The focus was on the lower grades which included Kindergarten, Grade 1, 4 and 7. Therefore, in 2025-2026, the next phase of the implementation program will start. Changes to the Enhanced K-10 Curriculum will continue in 2026-2027 for Grades 3, 6 and 9. Lastly, in 2027-2028, the curriculum will change for Grade 10 (DepEd Order No. 10, s. 2024.)

Difference between the Old and the Enhanced Curriculum

The shift from the K-12 curriculum to the Enhanced K-10 curriculum in the Philippines represents a move towards a more streamlined and foundational approach to basic education (Abragan et al., 2022) A primary difference lies in the reduced number of learning areas, aiming to decongest the curriculum and allow for a more in-depth focus on core competencies. The K-12 curriculum previously encompassed seven learning areas in the early grades, whereas the Enhanced K-10 curriculum, also known as the MATATAG curriculum, initially focuses on five: Language, Reading and Literacy, Mathematics, Makabansa (nationalism), and Good Manners and Right Conduct (GMRC) (Abragan et al., 2022). This consolidation intends to provide more time for mastering fundamental skills crucial for future learning (Department of Education, Philippines. 2025).

Another significant distinction involves the sequencing and introduction of certain subjects. Under the K-12 framework, subjects like Filipino and English were introduced earlier. In contrast, the Enhanced K-10 curriculum delays the introduction of Filipino and English as standalone subjects until Grade 2, with Science following in Grade 3, and Social Studies, Music, Arts, and Physical Education (MAPEH) in Grade 4 (Abragan et al. 2022) This adjustment prioritizes the development of literacy and language skills in the early primary grades as foundational for learning in other areas. The “Makabansa” subject in the new curriculum also integrates elements of Araling Panlipunan (Social Studies) and MAPEH for Grades 1 to 3 (Abragan et al. 2022)

The rationale behind the Enhanced K-10 curriculum is largely due to findings that the previous K-12 curriculum was overloaded, contributing to challenges for both teachers and students in achieving mastery of essential skills. Department of Education (DepEd) assessments indicated “insufficient knowledge [among teachers] on developing 21st-century skills, including higher-order thinking skills among learners” within the K-12 program (Abragan et al. 2022). Consequently, the Enhanced K-10 curriculum aims to reduce the number of competencies significantly, by approximately 70%, to allow more instructional time for foundational skills like literacy and numeracy, which are seen as critical for improved learning outcomes (Department of Education, Philippines 2025).

In essence, while the K-12 curriculum aimed to broaden the scope of basic education with the addition of senior high school, the Enhanced K-10 curriculum seeks to deepen the foundational learning in the earlier grades by simplifying the content and focusing on essential skills (Philstar.com, 2023). This shift is a response to concerns about learning losses and the need to strengthen the basic education system from the ground up (Abragan et al., 2022) The implementation of the Enhanced K-10 curriculum is being rolled out in phases, starting with Kindergarten, Grades 1, 4, and 7 in the school year 2024-2025, with full implementation up to Grade 10 expected by 2028.

Competencies Challenge Teachers Readiness

“Implementing a new curriculum is not without challenges. Limited resources, varying levels of teacher preparedness, and resistance to change can hinder progress.

Teachers can address resource gaps by collaborating with peers and seeking external partnerships. Continuous professional development ensures that they remain adaptable to new teaching methodologies. Teachers play a vital role in bridging policy to practice, ensuring that the Enhanced K-10 Curriculum’s objectives are realized. Their responsibilities extend beyond content delivery to include curriculum interpretation, adaptation, and contextualization. Teachers must first understand the curriculum’s objectives, content, and assessment methods. This involves participating in professional development programs such as workshops and seminars organized by the Department of Education (Gulo, 2024). Having an educational shift on educational set-up specifically in the curriculum means there are challenges to be encountered. First is the readiness of the teachers. Many teachers might not yet possess the information, abilities, to carry out the curriculum successfully, especially if they have not received training on the novel techniques or subjects that the Enhanced K-10 Curriculum emphasizes. Secondly, the support systems. Inadequate infrastructure, technology, and instructional resources in schools could make it more difficult to apply the curriculum. Administrative support is also crucial. Teachers may feel that their organizations are not doing enough to help them with workload management, mentoring, or direction.

Third is the challenges in addressing diverse needs. Although the curriculum seeks to foster diversity, it is nevertheless very difficult to make sure that it accommodates students with impairments, those who live in remote locations, or those who have different learning styles.

Fourth is the disparities in resources. Inequitable implementation may be impeded by significant disparities in urban and rural schools’ access to resources and high-quality education. Problems are made worse by unequal access to technology and the internet, especially for schools in underprivileged communities. Lastly, is the monitoring and evaluation. Continuous monitoring and evaluation systems are essential, but they might not be well-developed, which could cause delays in detecting and resolving implementation-related problems. Improvements may be slowed if there are insufficiently efficient channels for stakeholders (parents, teachers, and administrators) to provide input (Villaver, 2024).

Teacher Readiness for the Implementation of Curriculum

Teacher Readiness

Teachers’ readiness is defined as the ability and skills of teachers to be willing to implement teaching in the classroom (Inan & Lowther, 2010 as cited in Endot 2021).

As a facilitator of learning, curriculum changes and teachers’ readiness are intertwined. Thus, teachers must be professionally ready and psychologically ready before diving into implementing the new curriculum. Teachers’ preparedness is the key to success in implementing the new curriculum.

The results of a local research study titled “Preparedness of Regular Teachers in the Implementation of Inclusive Education in the Philippines: A Meta-synthesis” could potentially be linked to readiness in education, specifically in the framework of the delivery of the curriculum. The study’s meta-synthesis emphasized the psychological and professional aspects of preparedness, pinpointing a number of crucial areas in which regular teachers felt unprepared to successfully execute inclusive education. It was found out that regular teachers are unprepared to teach inclusive education because they lack the necessary resources, education and training to educate students with disabilities. Two dimensions were given emphasis such as; professional readiness and psychological readiness.  It identified a number of critical areas in which conventional teachers felt unprepared to successfully implement inclusive education (Alcosero et al. 2023).

Professional readiness means having knowledge, skills and proper training, understanding, inclusive education, and experience in inclusive classrooms. Psychological Readiness encompassed teachers’ levels of preparation, competency, and collaboration with colleagues, aligning with the confidence component of teacher readiness in broader educational contexts. This is similar to being prepared for other educational challenges, like implementing changes in the curriculum, such as the Enhanced K-10 curriculum. This reflects the need for teachers to feel confident and supported, both mentally and through professional development opportunities, to manage the complexities of teaching diverse learners or adapting to new educational frameworks such as the Enhanced K-10 Curriculum. The study concluded that a lack of resources, training, and support hinders teachers’ readiness for inclusive education. Similarly, for curriculum changes, ensuring teachers are well-equipped with resources, hands-on training, and ongoing support is crucial. Therefore, comprehensive preparation and support systems is crucial to facilitate successful educational transformations (Mabanag et al. 2024).

Status of Teachers’ Readiness

Multiple research efforts in Southeast Asia, specifically in Indonesia and the Philippines, have provided insights into teachers’ preparedness in implementing new curricula. In a study conducted in Cebu City on the implementation of the Kindergarten Curriculum, it was found that teachers are generally ready to conceptualize and utilize the curriculum (Jaca & Lopez-Baroman 2021). The research findings indicated that there is a significant relationship between teachers’ readiness in their age, number of years in teaching experiences, and educational attainment. However, despite being ready, there are challenges the teachers faced such as language barriers, inadequate preparation time and development of instructional materials. School Administrators also give emphasis to the teachers training in implementing new curricula.

In Indonesia, teachers readiness were on moderate to high level in transitioning to Merdeka Curriculum, which emphasizes student centered learning and flexibility. Sephiawardani and Bektiningsih (2023) stated that teachers were able to effectively prepare their instructional materials and media however, they faced challenges in adjusting to varied learning skills of their pupils particularly those who are affected by COVID 19. In sphere of English Instruction under the Merdaka Curriculum, Tohamba and Ansyar (2023) reported that teachers showed preparedness in lesson planning and adopting to the new curriculum, nevertheless, limitations were observed in the use of diagnostic tests and teachers are lack of training in English education, making the transition to the new curriculum difficult.

Factors Influencing Teacher Readiness

There are factors influencing teachers’ readiness that need to consider in implementing new curriculum. According to the study of Calo and Yazon (2020) “the familiarity and capability, preparation, device and access connectivity, self-efficacy, and experience with technology significantly influence their readiness on the conduct of online teaching and learning modality. It is concluded that faculty and student readiness on online teaching and learning is determined by their competence, accessibility of ICT tool, preparedness, confidence in their ability to use technology, and exposure to e-learning materials. Hence, the university and in the broader scope, the Commission on Higher Education (CHEd), may conduct series of training for teachers as a capacity building to equip them with knowledge and competencies on the use of flexible or blended learning”.

This study closely related to teachers’ readiness in implementing new curriculum as factors that influence their readiness widely affect their performance and delivery of learning. Moreover, teachers are diverse individuals. They differ in the length of years in service, level of confidence, ability and skills, educational attainment, subject specialization and others therefore they also have different needs. According to Scherer et.al (2020),” a better insight into the profile of teachers’ readiness is an important step towards understanding how to best support them”. “Readiness will therefore include a mixture of attitudes and experience, which are impacted by a range of individual characteristics”, (Hung 2016 as cited in Scherer et.al (2020).

In the study conducted by Scherer et.al (2020), women reported higher readiness for cognitive activation practices and men reported higher self-efficacy in technological content knowledge. This suggest that women and men excel in various aspects. This should be consider in developing program support mechanism. In the study of Caballes and Panol(2021), relationships between educational attainment and teachers readiness for online teaching was examined. It was found out that educational attainment has a significant relation to technical readiness however, not in pedagogical readiness for online teaching. Although pedagogical skills for online teaching require targeted training throughout all educational attainment levels, teachers with more education may find it easier to adjust to technology.

Years of teaching Experience

A study by Scherer et al. (2023) examined the relationship between teachers’ experience and their preparedness for online teaching and learning and found that experience did not consistently increase a teacher’s preparedness for online teaching and learning. Rather, as teaching experience increases, preparedness initially rises, peaks, and then falls. Moreover, early-career teachers might initially struggle with confidence but quickly gain readiness as they learn. Balancing experience and adaptability, middle career teachers may feel most ready. However, more experienced teachers may feel less prepared, maybe as an effect of difficulties adjusting to different teaching techniques or emerging technologies. Recognizing the differences of teachers in relation to their years in service, preparedness and adaptability, there is a higher possibility of addressing unique needs of teachers bridging gaps, encourage adaptability and provide support in different career stages.

Teachers’ Challenges in Curriculum Implementation

According to Saro et.al (2024) in their study about “A Qualitative Exploration on the Perceived Impact of the MATATAG or Enhanced K-10 Curriculum on Basic Education Teaching in the School Year 2024-2025”, where thirty Agusan del Sur teachers participated in the study and discussed their ideas in a group setting. They thought that the curriculum would promote more innovative and participatory teaching strategies, like using technology and real-world problem-solving techniques. The teachers did, however, also expressed concerns about the need for additional resources and training in order to successfully execute these reforms. They were concerned about encountering opposition or resistance to novel approaches and the absence of assistance to facilitate their adjustment.

This pertains to teachers’ preparedness for Enhanced K-10 Curriculum implementation since preparedness entails possessing the required abilities, information, and materials. The study emphasizes that teachers require appropriate training and institutional support in order to be prepared. Without these, there may be major obstacles to the Enhanced K-10 Curriculum’s successful implementation, which could affect how well it improves educational results.

Results of the Previous Studies on Teachers Readiness

 Kilag et al. (2024) conducted a study closely related to the present one. The study examined the challenges and implications associated with the implementation of the Enhanced K-10 Curriculum. The key findings highlighted the multifaceted nature of challenges, including teacher readiness, support systems, inclusive education, and equity concerns. The authors recommended investing in comprehensive teacher training, enhancing support systems, and promoting inclusive practices to ensure the success of the Enhanced K-10 Curriculum. By fostering collaboration, innovation, and accountability, stakeholders can overcome challenges and harness the transformative potential of curriculum reform to cultivate a more equitable, inclusive, and quality education system in the Philippines. Moreover, Retnowati, Triyanto, and Matsuri (2024) analyzed the factors affecting teachers’ readiness reported that even though teachers reported having a good conceptual understanding of the curriculum steps still struggle in the dominance of traditional teaching methods, limited pedagogical competence, and infrastructure issues.  On the positive side, teachers’ collaboration, school funding support, and teacher working groups were identified as important elements in the successful implementation of new curriculum.

Support Mechanism Program

Support Mechanism

The Enhanced K-10 Curriculum demands a higher and complex competencies from teachers. This highlights that teachers must not just update their knowledge of the content of the new curriculum but as well as their teaching techniques to adapt to changes or curriculum reformations to successfully address their pupils needs.

It is directly related to the Support Mechanism Program as Endot et.al (2021) emphasized that a key element of a shift in education starts with the implementers’ readiness.  In the study of “A Mixed Methods Study on Teachers’ Perceptions of Readiness of Higher Education Institutions to the Implementation of the K-12 Curriculum” used quantitative surveys to identify five factors predicting readiness, which can be related to teachers’ profiles are eligibility, staffing guidelines, course stream-lining, and alternative programs: It also use qualitative tool where it explored themes like re qualifying, retooling, realigning, reclassifying, and redirecting professional development. These aspects underscore the necessity of: Enhancing teachers’ educational backgrounds and skills, which are critical demographic considerations, realigning curriculum adapting to existing knowledge to new curriculum demands and reclassifying and redirecting professional development for continuous learning opportunities based on teachers’ demographics (Acosta & Acosta 2017).

Professional training and education are in determining teacher preparation which may the focus of the Support Mechanism Program. These elements are necessary for teachers to be prepared to successfully implement curricular reforms and meet the various requirements of their pupils, in addition to passing licensing tests (Lagcao & Toquero 2023).

“There are five models of curriculum such as: Overcoming Resistance to Change (ORC), Leadership Obstacle Course (LOC), Linkage Model, Organizational Development (OD), and Rand Change Agent Model. The Overcoming Resistance to Change (ORC) paradigm provides a useful framework for identifying and addressing teacher concerns and resistance. The five stages of the model include unrelated concerns, personal matters, task-related concerns, and impact-related concerns. In the first stage, irrelevant concerns are those that are unrelated to curriculum change but may nonetheless have influence teachers’ attitudes and behaviors. For instance, personal issues may affect teachers’ ability to make the change (Hall & Hord, 1987 as cited in Callo, 2023).

At the second stage, known as personal worries, teachers are worried about how they see their own ability to effect the change, including knowledge gaps or a lack of resources (Guskey, 2002 as cited in Callo, 2023). The third stage, task-related concerns, includes concerns regarding the change itself, such as compatibility with present practices or appropriateness for specific student populations (Fullan, 2007 as cited in Callo 2023). The last stage, impact-related worries, is concerned with the implications of the change, such as the likelihood of student resistance or the impact on teacher workload (Hord, Rutherford, Huling-Austin, & Hall, 1987 as cited in Callo (2023).

The five curriculum implementation models, especially the Overcoming Resistance to Change (ORC) model, are closely linked to the necessity for a Support Mechanism Program. Understanding that teachers may have resistance to change, emotional readiness issues, limited skills development, inadequate resource allocations, and lack of continuous development, a strong multifaceted Support Mechanism Program must be created.

Feedback and Reflection Mechanisms

Encouraging teachers to reflect on their teaching practices and seek feedback can lead to continuous improvement. Implementing peer observations, student feedback mechanisms, and self-assessment tools can help teachers refine their understanding and delivery of the curriculum. By implementing these strategies, educational institutions can enhance teacher education, leading to more effective curriculum implementation and improved student outcomes (Katal et al. 2022). The concept of combining feedback and reflection leads to significant improvements in learning outcome on medical student is equally applicable to teachers where structured feedback mechanisms such as peer observations, student evaluations, and self-reflective journals can enhance effectiveness in instructions.

Types of Support Mechanism Programs

Using research-backed teaching strategies ensures that teachers are applying the most effective methods in their classrooms. As the study shows, teachers engaging in research are more effective in their roles cause of the positive correlation between the use of research-based instructional strategies and professional competence (Escanda 2025). Workshops and training sessions that introduce evidence-based practices help teachers understand and integrate these methods into their curriculum planning and delivery. According to Escanda (2025), “the findings indicate that tailored professional development programs are necessary to address the specific needs and strengths of different teacher groups, particularly concerning their educational background and professional roles”.

Collaboration enables teachers to share experiences, strategies, and resources, leading to a collective improvement in teaching practices. Schools can create professional learning communities (PLCs) or regular collaborative meetings where teachers can discuss curriculum-related challenges and solutions. “Self-assessment, peer collaboration, and ongoing learning that help educators stay current with the latest trends and best practices in education” according to Ahmed and Hassan (2024).

Leveraging technology can enhance curriculum delivery and make learning more engaging for students. According to Jamil et al. (2024), “the result of the positive attitude of teachers towards technology was explored as the potential to engage students, but some of the significant barriers were limited infrastructure, inadequate technical support, and insufficient professional development”. Providing teachers with training on digital tools and platforms, and integrating these tools into their daily teaching routines, helps them become more adept at using technology to support the curriculum.

Ongoing Professional Development Opportunities

Continuous learning opportunities ensure that teachers stay updated on the latest educational trends and curriculum changes. Application: Offering regular professional development workshops, online courses, and seminars allows teachers to deepen their understanding of the curriculum and refine their instructional strategies. Natade (2024) recommended to keep teachers updated with the latest educational practices and technologies, comprehensive professional development programs under the Continuous Professional Development (CPD) is to be established. Tailoring teachers training to diverse learners’ need is important (William 2025).

Mentoring and Coaching

Pairing less experienced teachers with seasoned mentors can provide personalized guidance and support. Establishing mentorship programs within schools where veteran teachers guide newer educators through curriculum planning and execution can enhance overall teaching quality. “Schools that prioritize mentoring, including allocating sufficient resources (such as release time), ensuring mentors undertake appropriate and high-quality mentor training, as well as recognizing and celebrating mentors’ contributions, are more likely to lead to successful mentoring outcomes” according to Bond (2023.  Providing access to high-quality, curriculum-aligned teaching materials helps teachers deliver content more effectively. Schools and educational institutions can ensure that teachers have access to up-to-date textbooks, digital resources, and supplementary materials that align with the curriculum. Adapting and supplementing materials are ways to meet a specific group’s needs (Bell & Gower, 2011 as cited in Chen 2020)

Synthesis of Related Reading Literature

The Situational Theory, proposed by Jean Lave and Etienne Wenger (1991), posits that knowledge is constructed through social interaction and collaborative engagement within a learning environment. This theoretical lens underscores the critical role of community and shared practice in the development of expertise, a concept highly relevant to the adaptation required for curriculum changes. Research by Chand (2024) supports this, concluding that robust mentoring and coaching programs, coupled with the allocation of equitable resources, are instrumental in helping educators navigate and effectively implement new curricula by addressing existing gaps. Furthermore, Villaver et al. (2024) emphasize the continuous need for teacher training to facilitate adaptation to evolving teaching strategies, assessment methods, and competency-based learning approaches. This collective body of literature highlights that successful curriculum reform hinges significantly on the comprehensive readiness and ongoing support of teachers.

Broader literature consistently addresses the dynamic nature of educational systems, particularly the imperative for curriculum evolution to remain globally competitive and responsive to contemporary demands. Various studies have converged on key factors influencing teacher readiness, including their existing knowledge, educational attainment, skill sets, confidence levels, attitudes, and beliefs. Earlier investigations have revealed that demographic characteristics such as age, teaching experience, and educational background, alongside access to professional development opportunities, significantly impact a teacher’s preparedness. These findings suggest that younger or less experienced educators may require more targeted assistance and training to effectively adapt to and implement curricular innovations. Moreover, the integration of technology into instructional practices is identified as a crucial component of readiness, with studies indicating that teachers proficient in educational technology are better equipped to deliver modern curricula that leverage digital resources Villaver et al. (2024).

Despite the recognized importance of teacher readiness, several challenges and barriers persist in curriculum implementation. Common obstacles include a scarcity of resources, inherent resistance to change among some educators, and inadequate training provisions. These impediments can severely hinder the successful execution of new curricula, thereby underscoring the vital need for comprehensive support networks for teachers. This current thesis directly addresses these concerns by investigating the readiness of teachers in implementing the Enhanced K-10 or formerly known as MATATAG Curriculum. Specifically, it focuses on assessing their preparedness in terms of knowledge and understanding of the new curriculum, their instructional abilities, the challenges they encounter, and the perceived effectiveness of existing professional development initiatives, aiming to provide a basis for targeted support mechanisms Villaver et al. (2024).

Theoretical Framework 

This study is anchored on different theories and concepts on educational change. Fullan’s theory of educational change (2021) stresses that alignment, support, and readiness are crucial in a successful systemic educational change. In addition to the preparedness of the teachers, they need continuous support and training to ensure success in the implementation of the new curriculum. Based on his ideas, it is beneficial to address challenges and give support to teachers as they delve into the implementation of the new curricula in school. Evaluating the preparedness of the teachers and the institutional support received are of great significance.

In the same vein, Serrat (2017) asserted that change theory is a purposeful model of how an initiative—such as a policy, a strategy, a program, or a project—contributes through a chain of early and intermediate outcomes to the intended result. In this fast-changing environment, change is the only constant thing (Smith & Johnson, 2023; Taylor & Martin, 2021). As the world evolves, the educational setting adapts to prepare learners effectively (Robinson & Lee, 2022; Harris & Green, 2020). Changes in education are inevitable, as it progresses to meet learners’ needs to be at par with others (Nguyen & Tran, 2024; Davies & Hughes, 2022). Learning delivery and teaching strategies and methods change to fit the learning trend (Hernandez & Carter, 2021; Mitchell & Wang, 2023). Aguirre (2021) averred that change can happen anytime and anywhere in any organization (Bates & Johnson, 2021; Clark & Williams, 2020).

Additionally, Blackmore and Kandiko (2012, as cited in Law, 2022) stated that curriculum change is a learning process for learners and teachers as they endeavor to gain new knowledge about the market and societies (Lopez & Garcia, 2023; Stevens & Fisher, 2020). This goes to show that change in curriculum is not easy because there is a process (Morris & Thompson, 2021; James & White, 2023). Many things have to be considered in the process such as the readiness of the teachers, the materials to be used, and others (Khan & Patel, 2024; Wood & Smith, 2022).

Change is important in order to achieve the desired outcome. However, as change is a process, there are things that need to be considered. In the perspective of curriculum change, one must consider the readiness of the teachers as they are the one who will directly deliver the change. Taba (1962) emphasized the importance of teachers’ involvement in curriculum designs and implementations.

Likewise, the skills and confidence of the teachers in applying new strategies and new curriculum teaching materials; attitude and beliefs towards curriculum change should also be taken into consideration. It is also important to note the gaps and challenges and the things the teachers need such as the support from the administration, stakeholders and other concerned for the success of the implementation of the new curriculum.

Conceptual Framework

The concept of educational change is described as school improvement (Bhandari, 2021). It is one of the ways to address the changing social needs through the technological, political, and cultural change of the school. School improvement or change in the school system or program as a whole for the attainment of better results asked questions such as: how to change, who is to change, and what to change. The answers are varied and complicated. The concept of educational change is multidimensional. The perspective of educational change focuses on well-equipped classrooms and the use of information communication technology, preparedness and teachers’ competence and support from the administration and other stakeholders.

Curriculum change plays a significant role for both teachers and learners as change can lead to the desired outcome (Davis & Turner, 2023; Nguyen & Tran, S. (2024). Curriculum changes fit together with societal needs and advancements (Brown et al. 2022 & Chang et al., 2024; Stevens & Fisher, 2021). Technological development, globalization, political discernment, and other needs necessitate an update to curriculum content and paradigms (Robinson & Lee, 2022; Davis & Green, 2023). Gayef (2014) stated that change management is the process of continually renewing an organization’s direction, structure, and capabilities to serve the ever-changing needs of external and internal customers. This concept goes to show that change is needed in order to be at par with others and not to be left behind. As in the case of the curriculum, there is also a need to implement a new curriculum so that the Filipino learners will be able to cope with the changes at hand. Nevertheless, Bulilan (2022) confirmed that there was a positive correlation between teaching competencies and educational attainment, means that educational attainment is a factor in their teaching competencies.

Figure 1

A research diagram illustrating the conceptual framework of the study Figure 1 presents the research paradigm or the flow of the study. The variables to be employed are gender, educational attainment, experience, and subject/s handled by the teacher/respondents. These are the profile characteristics that served as part of the predictors taken as a whole. Another part of the composite predictor is the extent of challenges in the implementation of the Enhanced K-10 curriculum as perceived by teacher respondents.

These variables served as composite predictors of the extent of teacher readiness in the implementation of enhanced K-12 curriculum. Results of the study served as a basis for the development of a support mechanism program to enhance teacher readiness in the implementation of the new curriculum.

RESEARCH METHODOLOGY

This chapter outlines the systematic approach employed to assess teacher readiness for the implementation of the Enhanced K-10 Curriculum. It details the methodological framework that guided the collection and analysis of data to address the research questions posed in this study. Specifically, this section encompasses the description of the research design, the context of the study in terms of its setting, the characteristics of the participant respondents, the instruments utilized for data collection, the step-by-step procedure followed in gathering the data, and the statistical methods applied for treatment and analysis.

Research Design

This study utilized a descriptive-quantitative research design, specifically employing predictive analysis through random forest regression, to examine the factors influencing elementary school teachers’ readiness for the implementation of the Enhanced K-10 curriculum in the District of Manapla. A descriptive-quantitative approach is valuable for systematically describing the characteristics of a population or phenomenon and quantifying these descriptions using numerical data and statistical analysis (Creswell & Creswell, 2017). This method allows for the collection of data that can be statistically analyzed to identify patterns, trends, and relationships among variables relevant to teacher readiness (Lodico et al., 2010).

Predictive analysis, in the context of this research, aimed to identify which factors significantly predict the level of teacher readiness for the new curriculum. Random forest regression, a non-parametric ensemble learning method, was particularly suitable for this purpose (Breiman, 2001). Random forest regression operates by constructing a multitude of decision trees during the training phase and outputting the mean prediction of the individual trees (James et al., 2013). This technique is robust against over fitting, can handle non-linear relationships between variables, and provides insights into the relative importance of predictor variables (Hastie et al., 2009).

The descriptive-quantitative design with random forest regression was deemed appropriate for this study as it allowed for both a detailed description of the current state of teacher readiness and the identification of key predictors of this readiness. By quantifying the levels of knowledge, preparedness, confidence, and ability to assess student learning among teachers, the descriptive aspect provides a comprehensive understanding of their current standing (Fraenkel et al., 2012). Furthermore, the predictive analysis using random forest regression enabled the researcher to go beyond mere description and determine which specific factors (e.g., training, experience, resources) have the most substantial influence on teacher readiness for the Enhanced K-10 curriculum (Shmueli & Bruce, 2010).

The advantages of using this design for the study are manifold. The quantitative nature of the data provides objective and measurable outcomes regarding teacher readiness (Johnson & Christensen, 2019). Predictive analysis with random forest regression offers a powerful tool to uncover complex relationships and identify the most influential factors, which can then inform the development of targeted support mechanism programs (Berk, 2006). Moreover, the robustness of random forest against multicollinearity and its ability to handle a large number of predictor variables without making strong assumptions about the underlying data distribution make it a particularly advantageous method for analyzing the multifaceted construct of teacher readiness (Kuhn & Johnson, 2013).

Research setting

This study was conducted within the District of Manapla, a coastal municipality located in the province of Negros Occidental, Philippines. Manapla comprises 12 barangays and is home to 15 public elementary schools. The municipality has a land area of 112.86 square kilometers, constituting 1.44% of Negros Occidental’s total area (Philippine Statistics Authority, 2020). Based on the 2020 Census, its population was 55,083, which is 2.10% of the total population of Negros Occidental and 0.69% of the Western Visayas region (Philippine Statistics Authority, 2020). This results in a population density of 488 inhabitants per square kilometer (Philippine Statistics Authority, 2020). The District of Manapla was chosen as the research setting due to the researcher’s familiarity with the area and the observed initial challenges encountered in the implementation of the Enhanced K-10 curriculum within its elementary schools (Google Map).

Figure 2. Map

Respondents of the Study

The respondents of this study comprised all Grade 1 teachers (n=36) and Grade 4 teachers (n=76) within the District of Manapla, totalling 112 educators. These specific grade levels were chosen because they are the initial primary grade levels where the Enhanced K-10 curriculum is being implemented during the current school year. The target locations for these respondents were the 15 public elementary schools in Manapla: Begonia Elementary School, Chambery Elementary School, Don Cornelio Y. Consing Elementary School, Don Emilio Miraflores Sr. Memorial Elementary School, Lauron Elementary School, Maja Elementary School, Manapla Elementary School, Mes De Maria Elementary School, Patlagan Elementary School, Punta Mesa Elementary School, Punta Salong Elementary School, SAARBA Elementary School, Sta. Teresa Elementary School, Tortosa Integrated School, and VICMICO Elementary School II.

In this study, a census method was employed rather than a sampling technique. This means that all elements meeting the eligibility criteria were included as respondents (Babbie, 2010). The eligibility criterion for participation was being a currently employed Grade 1 or Grade 4 teacher in any of the public elementary schools within the District of Manapla during the school year 2024-2025. Consequently, all 112 eligible teachers constituted the participants of this research, with 100 respondents ultimately participating. The use of a census method eliminates sampling error and ensures that the findings are representative of the entire population of Grade 1 and Grade 4 teachers in the district with respect to the variables under investigation (Etikan et al. 2016). A key advantage of the census method is that it provides a complete enumeration of the population, offering a comprehensive understanding of the teachers’ readiness without the potential biases introduced by sampling (Salkind, 2010).

Research Instrument

The instrument used in this study was a researcher-made instrument composed of three parts. It was a self-constructed questionnaire.

Part 1: Demographic Profile

This section gathered basic demographic information from the respondents, including gender, educational attainment, years of teaching experience, and subject specialization. This information provided valuable contextual data for understanding the respondents’ characteristics and experiences.

Part 2: Teacher Readiness for Enhanced K-10 Curriculum Implementation Questionnaire (TRMCIQ-20)

This section comprised a 20-item questionnaire designed to assess teachers’ readiness for the Enhanced K-10 curriculum implementation across four critical dimensions: Knowledge and Understanding, Preparedness to Deliver New Instructional Strategies, Confidence in Using Provided Teaching Materials and Resources, and Ability to Assess Student Learning. Each item was measured using a 6-point Likert scale ranging from “Strongly Disagree” to “Strongly Agree.” This section aimed to quantitatively measure teachers’ perceptions and self-reported readiness levels across these key dimensions.

The TRMCIQ-20 was developed based on several key educational theories. The “Knowledge and Understanding” dimension drew upon Constructivist Learning Theory (Piaget, 1973; Vygotsky, 1978), which emphasizes the importance of teachers’ understanding of the curriculum in shaping their instructional practices. The “Preparedness to Deliver New Instructional Strategies” dimension was informed by Transformative Learning Theory (Mezirow, 1991), which suggests that effective teaching requires a willingness to adapt and adopt new approaches. The “Confidence in Using Provided Teaching Materials and Resources” dimension was grounded in the Technological Pedagogical Content Knowledge (TPACK) Framework (Mishra & Koehler, 2006), highlighting the importance of integrating technology effectively into instruction. Finally, the “Ability to Assess Student Learning” dimension was based on the principles of Assessment for Learning (AfL) (Black & Wiliam, 1998), which emphasizes the use of assessment data to inform and improve teaching and learning.

Part 3: Perceived Challenges to Implementing the Enhanced K-10 Curriculum

This section included 15 items designed to identify and measure the extent of the challenges teachers encountered in implementing the Enhanced K-10 curriculum. These challenges or barriers were assessed using a 6-point Likert scale, allowing respondents to express the degree to which they agreed or disagreed with each statement.

Validity and Reliability of the Test Instrument

The instrument was validated by professionals who are experts in this field. Three experts were selected with at least master’s degree related to educational management. Consensus method was utilized. Face validity (4.92 over 5.0 for part 2, and 4.89 for part 3), content validity (4.95 over 5.0 for part 2 and 4.90 for part 3), and per item analysis was used (with no suggestions to remove any item in the questionnaires).

           Scale            Interpretation

           4.21-5.00       Very High Degree of Validity

           3.41-4.20       High Degree of Validity

           2.61-3.40       Moderate Degree of Validity

           1.81-2.60       Low Degree of Validity

           1.00-1.80       Very Low Degree of Validity

Reliability

The primary instrument used in this study to gather data on teacher readiness was a researcher-made questionnaire. To ensure the consistency and reliability of this instrument, a pilot test was conducted with a group of teachers who were not part of the final study sample (from a neighbouring town). Following the pilot testing, the internal consistency of the questionnaire was assessed using Cronbach’s alpha method.

Cronbach’s alpha (α) is a widely used statistic to estimate the internal consistency reliability of a psychometric test score for a sample of examinees. It essentially measures the extent to which multiple items measuring the same construct yield similar scores (Tavakol & Dennick, 2011). The value of Cronbach’s alpha ranges from 0 to 1, with higher values indicating greater internal consistency. Generally, a Cronbach’s alpha of 0.70 or higher is considered acceptable for research purposes, suggesting that the items within the instrument are consistently measuring the same underlying construct (Gliem & Gliem, 2003).

In this study, the calculated Cronbach’s alpha value for the teacher readiness questionnaire was 0.93 (and 0.91 for extent of challenges in the implementation of enhance K-10 currcilum). These results indicate high levels of internal consistency among the items in the instruments. Cronbach’s alpha of 0.93 and 0.91 suggests that the different items within the questionnaire are strongly correlated and are reliably measuring the various aspects of teacher readiness for the Enhanced K-10 curriculum (e.g., knowledge, preparedness, confidence, ability to assess) and the extent of challenged perceived by teachers in the implementation of enhanced K-10 curriculum. This high reliability results strengthen the confidence in using the questionnaire/s to collect valid and consistent data for the main study.

Data Gathering Procedure

In this study, the data gathering process was conducted in a systematic manner to ensure the accurate and reliable collection of information required to evaluate teacher readiness for the implementation of the Enhanced K-10 curriculum. The first step involved obtaining the necessary permissions and approvals from the school administrators in the District of Manapla and the Division of Negros occidental. A formal letter of request was sent to the division office and district office and respective school principals, explaining the purpose of the study, its significance, and the process involved. Once permissions were granted, the research team coordinated with the teachers to schedule a time for data collection that minimally disrupted their regular teaching duties. Also, consent from respondents was secured and documented.

The second step was the distribution of the research instruments, which included both a demographic survey and a readiness assessment questionnaire. The demographic survey collected data on teachers’ profile characteristics, such as gender, educational attainment, years of teaching experience, and subject specialization. This survey was administered in paper form or through an online platform depending on the participants’ preferences and availability. The readiness assessment questionnaire measured the teachers’ knowledge, preparedness, confidence, and ability to assess student learning under the new Enhanced K-10 curriculum. The questionnaires were designed with a Likert scale to capture teachers’ perceptions and self-reported levels of readiness, and they were administered on-site or through digital platforms for ease of accessibility.

Finally, the researcher ensured that all collected data was anonymized and stored securely to maintain confidentiality. Once the data was gathered, the researcher proceeded with the analysis phase.

Statistical Treatment and Analysis

The data analysis for this study began by examining the demographic profile of the respondents. Descriptive statistics, including frequencies and percentages, were used to analyze the distribution of gender, educational attainment, years of teaching experience, and subject specialization. These statistics offered insights into the general characteristics of the teachers in the District of Manapla and highlighted potential factors that influenced teachers’ readiness to implement the Enhanced K-12 curriculum (Bordes et al. 2022). Understanding the composition of the sample was crucial in interpreting the subsequent analyses of readiness and barriers, as these factors significantly affected the results of the study.

For the assessment of teacher readiness, descriptive statistics were also employed to analyze the responses from the Teacher Readiness for Enhanced K-12 Curriculum Implementation Questionnaire (TREKCIQ-20). The scale of the questionnaire measured four dimensions: knowledge and understanding, preparedness to deliver new instructional strategies, confidence in using provided teaching materials and resources, and ability to assess student learning. Each dimension was analyzed individually, calculating means, standard deviations, and frequency distributions to identify the areas where teachers felt most or least prepared. This method allowed the researcher to capture an overview of teacher self-reported readiness (García & Sánchez, 2020).

Legend for interpretation of mean scores:

Very High       = 6.00 – 5.17

High                = 5.16 – 4.34

Slightly high   = 4.33 – 3.51

Slight low        = 3.50 – 2.68

Low                 = 2.67 – 1.84

Very low         = 1.84 – 1.00

To explore the relationship between demographic characteristics and teacher readiness, the study employed inferential statistics. Random Forest Regression was used to determine the ability of a set of predictors to predict teacher readiness in the implementation of the Enhanced K-12 curriculum.

The purpose of a Random Forest Regression test is to predict the value of a continuous dependent variable based on several independent variables. It achieves this by constructing multiple decision trees and then averaging their predictions to obtain a more robust and accurate estimate. This inferential test is particularly useful when the relationships between variables are complex and potentially non-linear. By assessing variable importance, it also helps in understanding which predictors have the most influence on the outcome.

Ethical Considerations

Throughout the entire research process, from its inception to its conclusion, stringent ethical considerations were observed to safeguard the rights and privacy of all participants. Paramount among these was the commitment to maintaining confidentiality of the data provided by the respondents (Orb et al., 2001). All information collected was exclusively utilized for the objectives of this particular study and was not disclosed or used for any other purposes. Furthermore, the anonymity of the participants was rigorously protected; no identifying details were directly associated with the completed questionnaires to ensure that individual responses could not be traced back to specific teachers (Saunders et al., 2019). Measures were also implemented to prevent any form of fraud or misrepresentation of the data.

Participation in the study was entirely voluntary, and all potential respondents were explicitly informed of their right to decline participation or to withdraw from the study at any stage without facing any negative repercussions (Fouka & Mantzorou, 2011). Prior to the commencement of data collection, informed consent was obtained from both the school administrators and the participating teachers. This process ensured that all involved parties were fully informed about the study’s aims, procedures, and their rights as participants, allowing them to make a knowledgeable decision regarding their involvement (Brinkmann & Kvale, 2015). The collected data was stored securely, accessible only to the researchers, to further ensure the privacy and integrity of the information shared.

Biblical Perspective

The narrative of Moses’ life offers a profound parallel to the experiences of teachers adapting to educational reforms. Initially raised in the opulence of Pharaoh’s palace, Moses’ early education and worldview were shaped by Egyptian culture and learning (White, 1890). However, his life took a dramatic turn when he fled to the wilderness of Midian after defending a Hebrew slave. In this new environment, Moses spent forty years as a shepherd, a stark contrast to his previous life. This period can be seen as a significant curriculum change in Moses’ life, shifting from the sophisticated knowledge of the Egyptian court to the practical wisdom gained from tending flocks and living in a different cultural context (Exodus 2:15-22). This transition, though seemingly a demotion, was part of God’s preparation for his future role.

Following God’s call, Moses embarked on another significant “curriculum”, leading the Israelites out of slavery in Egypt towards the Promised Land. This monumental task required him to educate and guide a large and often uncooperative population in a completely new way of life, one centered on God’s commandments and promises (Exodus 19-20). Just as teachers today guide students through new academic curricula, Moses had to instruct the Israelites in principles of faith, law, and community. His journey was fraught with challenges, including his own initial feelings of inadequacy and the people’s resistance (Exodus 4:10; 16:2-3). Yet, through divine empowerment and his commitment to the task, Moses persevered.

Similarly, teachers today are called to guide their students through the evolving landscape of education, much like Moses guiding the Israelites. As Moses initially hesitated due to his perceived limitations, teachers may also feel uncertain when faced with a new curriculum. However, just as God equipped Moses with the necessary abilities, wisdom, and courage, educators are also supported through training, collaboration, and their dedication to their profession. The journey of Moses, from the palace to Midian and then to the leadership of God’s people, underscores that “readiness” involves not only acquired skills but also faith in the process and a commitment to the calling of nurturing and guiding the next generation (White, 1890). This study, therefore, finds inspiration in Moses’ unwavering faith and his role as an educator of a nation, encouraging teachers to embrace the new curriculum with trust and dedication.

Presentation, Analysis, And Interpretation of Data

Chapter IV meticulously presents the data gathered from the survey of elementary school teachers in Manapla regarding their readiness for the Enhance K-10 curriculum. This chapter systematically analyzes these collected data, employing descriptive statistics to profile the respondents and inferential statistics to explore relationships between variables. Following the statistical treatment, an in-depth interpretation of the findings is provided, drawing connections to the research questions posed in Chapter I. This integrated presentation of results, analysis, and interpretation aims to provide a comprehensive understanding of teacher readiness within the specific context of this study.

Statement of the Problem #1

What are the profile characteristics of the respondents in terms of:

1. Gender (male, female),
2. Educational attainment (Bachelor, MA, PhD),
3. Years of teaching experience, (0-3 years, 4-10 years, 11-20 years, 21 years and above)
4. Subject specialization (Language, Math, Other non-language/Math subjects)?

Table 1A Gender of Respondents

The table above reveals a significant gender distribution among elementary school teachers, with a substantial majority being female (88.0%) compared to males (12.0%). This points out a notable characteristic of the teaching workforce that will be instrumental in the implementation of the Enhance K-10 curriculum. The prevalence of women in elementary education is a widely observed trend globally, often linked to societal perceptions that associate nurturing qualities with teaching young learners, as well as historical patterns that have shaped the profession (David & Green, 2023; United Nations, 2022). This gender distribution is an important contextual factor to consider when evaluating teacher readiness for the new curriculum, as experiences and perspectives on educational reforms can be influenced by gender (Hussein et al., 2024; Lee et al. 2022).

Research offers several explanations for the predominantly female composition of the elementary teaching profession. Historically, elementary teaching has often been viewed as a role that aligns well with perceived feminine traits such as caring, patience, and empathy (Alonzo & Cruz, 2023; Smith & Johnsons, 2021). Additionally, career trajectories and economic factors have, in many contexts, led to a higher proportion of women entering and remaining in elementary education compared to other fields (Rivera & Lim, 2025; UNESCO, 2024). This pattern is not confined to the Philippines, with numerous international studies also reporting a similar gender distribution in primary education (Chang et al., 2024; Lee et al., 2022). The implications of this gender imbalance can be varied, potentially affecting pedagogical approaches, the overall school climate, and the diversity of role models for students.

Given the significant representation of female teachers in the elementary schools of Manapla, it is crucial that professional development and support systems for the Enhance K-10 curriculum are designed with an understanding of their specific needs and perspectives. Studies have explored potential gender-related differences in teaching styles, preferences for professional learning opportunities, and responses to educational innovations (Gonzales et al., 2021; Yeung et al., 2023). Recognizing these will be essential for developing effective strategies to enhance teacher readiness and address any challenges that may arise during the implementation of the new curriculum (Garcia & Reyes, 2025; Williams, 2023).

Table 1B Educational Attainment of Respondents

The data regarding the educational attainment of the respondent teachers in Manapla reveals that the majority hold a Bachelor’s degree (74.0%), followed by those with a Master’s degree (24.0%), and a small percentage with a Doctorate degree (2.0%). This distribution indicates that while a significant portion of the teaching force possesses postgraduate qualifications, the Bachelor’s degree remains the prevalent level of educational attainment among elementary teachers in the municipality. This is the entry-level requirement for teaching positions in the Philippines and in many other countries, making it the most common qualification among educators (Department of Education, 2016, as cited in Alonzo & Cruz, 2023; UNESCO Institute for Statistics, 2022). The implications of this educational profile for the implementation of the Enhance K-10 curriculum warrant consideration, as teachers with varying levels of education possess different levels of theoretical knowledge and research skills relevant to curriculum innovation (Domingo & Ferrer, 2024; Novak, 2023).

The predominance of teachers with Bachelor’s degrees in elementary schools can be attributed to several factors, including the minimum qualification standards for entry into the teaching profession and the accessibility of Bachelor’s degree programs in education (Bautista et al., 2021; Philippine Professional Standards for Teachers, 2017, as cited in Gregorio, 2022). While pursuing advanced degrees requires additional time, financial resources, and personal commitment, many teachers prioritize classroom experience and in-service professional development opportunities provided by the Department of Education (Macaraya, 2025; Santos & Bautista, 2022). The implication of having a majority of teachers with Bachelor’s degrees for the Enhance K-10 curriculum implementation is that professional development initiatives must be tough and targeted to ensure all teachers, regardless of their highest educational attainment, are adequately prepared. This includes providing clear and comprehensive training on the new curriculum’s content, pedagogy, and assessment methods, as well as ongoing support to facilitate effective implementation in the classroom (Fullan, 2022; Hall & Hord, 2021).

Table 1C Years of Service of Respondents

The data concerning the years of teaching experience among the respondents in Manapla’s elementary schools reveals a diverse range of professional tenures. A notable portion of the teachers has mid-level experience, with 38.0% serving between 4 to 10 years, followed by 27.0% with 11 to 20 years of experience. Teachers with fewer years of service (0 to 3 years) constitute 16.0% of the respondents, while those with extensive experience (21 years and above) make up 19.0%. This distribution suggests a blend of novice, mid-career, and veteran educators within the municipality’s elementary schools. The varying levels of teaching experience could influence teachers’ readiness for the Enhance K-10 curriculum, as more experienced teachers can draw upon a broader pedagogical repertoire, while newer teachers may be more adaptable to new approaches (Novak, 2023; Williams, 2023).

Research on teacher experience and curriculum implementation suggests a complex relationship. More experienced teachers generally possess a deeper understanding of curriculum variations and student learning patterns, potentially facilitating smoother adaptation (Domingo & Ferrer, 2024). Conversely, less experienced teachers are more open to embracing new methodologies and less entrenched in established practices (Chang et al., 2024). The presence of a substantial number of teachers across all experience levels in Manapla indicates that professional development initiatives for the Enhanced K-10 curriculum should cater to this diversity, potentially incorporating mentorship programs where experienced teachers support their less experienced colleagues and providing differentiated training that builds upon existing knowledge and skills (Macaraya, 2025; Rivera & Lim, 2025).

Table 1D Specializations of Respondents

The data regarding the subject specialization of the respondent teachers in Manapla’s elementary schools indicates a distribution where the largest group specializes in other non-language related subjects (48.0%), followed by those in language-related areas (English, Filipino) at 41.0%, and the smallest group specializing in numerical subjects (Mathematics) at 11.0%.

This distribution highlights the diverse academic backgrounds of the educators who will be tasked with implementing the Enhanced K-10 curriculum across various learning areas. Subject specialization can influence teachers’ perceptions of a new curriculum and their self-efficacy in teaching different subjects within that framework (Villanueva & Castro, 2022; Zhao, 2023). Therefore, understanding this distribution is crucial for tailoring support and professional development initiatives to address the specific needs of teachers from different specializations as they prepare for the enhanced K-12 curriculum.

Teachers’ subject specialization can impact their readiness for curriculum changes, particularly concerning their confidence in teaching subjects outside their primary area of expertise (Reyes & Garcia, 2024; Sy, 2023). Teachers specializing in language arts feel more prepared for the language-focused aspects of the Enhanced K-10 curriculum, while mathematics teachers have a stronger foundation for its numerical components. The significant proportion of teachers specializing in “other non-language related subjects” implies a broad range of expertise that could be leveraged for interdisciplinary approaches within the new curriculum (Corpuz & Salandanan, 2022; Fullan & Quinn, 2023).

The relatively smaller number of teachers specializing in mathematics in this sample warrants attention, especially given the foundational importance of numeracy in elementary education. This distribution highlights the potential need for focused professional development and resources for mathematics teachers as the Enhance K-10 curriculum is implemented (DepEd, 2024; Lee et al., 2022). Furthermore, the large group of teachers in other non-language subjects require broad-based training that addresses the integration of language and numeracy skills across different disciplines, as often emphasized in contemporary curriculum reforms (Harris & Brown, 2024; Macaraya, 2025).

Statement of the Problem #2

To what extent are teachers ready for the implementation of the Enhance K-10 curriculum when taken as a whole and when analyzed in terms of:

1. Knowledge and understanding of the enhanced K-12 curriculum
2. Preparedness to deliver new instructional strategies
3. Confidence in using provided teaching materials and resources
4. Ability to assess student learning under the new curriculum

Table 2 Extent of teachers’ readiness for the implementation of the Enhanced K-10 curriculum

Legend for interpretation of mean scores:

Very High       = 6.00 – 5.17

High                = 5.16 – 4.34

Slightly high   = 4.33 – 3.51

Slight low        = 3.50 – 2.68

Low                 = 2.67 – 1.84

Very low         = 1.84 – 1.00

The data presented in Table 2 provides an overview of the extent to which elementary school teachers in Manapla perceive their readiness for the implementation of the Enhance K-10 curriculum across four key dimensions and overall. The mean scores for all dimensions and the overall readiness fall within the range of 4.34 to 5.16, indicating a generally “High” level of perceived readiness among the respondents.

Specifically, the “Ability to Assess Student Learning under the New Curriculum” garnered the highest mean score (5.08), suggesting that teachers feel relatively confident in this aspect. The following closely are “Confidence in Using Provided Teaching Materials and Resources” (mean = 4.93) and “Preparedness to Deliver New Instructional Strategies” (mean = 4.92), both also indicating high levels of perceived readiness. The dimension with the slightly lower, yet still high, mean score is “Knowledge and Understanding of the Enhance K-10 curriculum” (mean = 4.79). The overall mean score for teacher readiness in the implementation of the Enhance K-10 curriculum is 4.94, which also falls within the “High” readiness category.

The high level of perceived readiness reported by the teachers in Manapla aligns with some studies that suggest educators often express confidence when facing new curriculum implementations, due to their professional commitment and adaptability (Sy, 2023; Williams, 2023). However, it is crucial to contextualize these self-perceptions with actual preparedness levels, as teacher confidence does not always directly correlate with their knowledge and skills (Fullan, 2022; Hall & Hord, 2021).

The relatively higher confidence in assessing student learning stem from teachers’ existing experience with assessment practices, which they believe are transferable to the new curriculum (Bautista et al., 2021; Santos & Bautista, 2022). Conversely, the slightly lower mean for “Knowledge and Understanding” indicate an area where further support and training on the specifics of the Enhance K-10 curriculum could be beneficial (DepEd, 2024; Lee et al., 2022).

The perceived high readiness in delivering new instructional strategies and using teaching materials suggests that teachers in Manapla feel they have the pedagogical skills and resources necessary for the Enhance K-10 curriculum. This could be attributed to prior professional development initiatives or the perceived alignment of the new curriculum with existing teaching methodologies (Macaraya, 2025; Rivera & Lim, 2025). However, research also indicates that the actual implementation of new instructional strategies often requires ongoing support and opportunities for collaboration and reflection (Harris & Brown, 2024; Zhao, 2023). Therefore, while the initial perception of preparedness is positive, sustained support will be vital to ensure effective enactment of these strategies in the classroom.

Considering the slightly lower mean for “Knowledge and Understanding,” it is prudent to explore the specific aspects of the Enhance K-10 curriculum where teachers feel less informed. This involve examining their familiarity with the curriculum’s goals, content, and underlying principles (Alonzo & Cruz, 2023; Villanueva & Castro, 2022). Targeted professional development focusing on these areas could further enhance teacher readiness and potentially elevate their confidence across all dimensions (Domingo & Ferrer, 2024; Gonzales et al., 2021). The overall high level of perceived readiness provides a positive foundation upon which to build, but a nuanced understanding of each dimension is essential for effective implementation.

Additionally, the finding that teachers feel most ready in their ability to assess student learning under the new curriculum could be linked to their existing assessment literacy and the assumption that fundamental assessment principles remain consistent despite curriculum changes (Brookhart, 2017, as cited in Naval et al., 2021; Popham, 2018, as cited in Sy, 2023). However, the Enhance K-10 curriculum may introduce new assessment approaches or emphasize different learning outcomes, necessitating specific training in these areas to ensure accurate and meaningful evaluation of student progress (DepEd, 2024). Therefore, while teachers feel capable, professional development should still address any new assessment protocols or shifts in learning objectives within the Enhanced K-10 Curriculum framework.

Statement of the Problem #3

What are the extents of challenges/barriers faced by teachers in the implementation of Enhance K-10 curriculum?

Table #3 Extent of Perceived Challenges in Implementing the Enhanced K-12 Curriculum

Legend for interpretation of mean scores:

Very High       = 6.00 – 5.17

High                = 5.16 – 4.34

Slightly high   = 4.33 – 3.51

Slight low        = 3.50 – 2.68

Low                 = 2.67 – 1.84

Very low         = 1.84 – 1.00

Based on the provided data on the perceived challenges in implementing the Enhanced K-12 Curriculum, this analysis delves into the implications for teacher readiness concerning the upcoming Enhance K-10 curriculum in Manapla’s elementary schools. The findings from Table 3 offer valuable insights into the obstacles teachers encountered with a previous curriculum reform, which may inform our understanding of potential challenges and necessary support mechanisms for the successful adoption of the Enhance K-10 curriculum. Examining these past challenges can help anticipate similar hurdles and proactively address them to ensure a smoother transition for educators.

The data reveals that “Time and Training for Digital Tools” was identified as the most significant challenge (Mean=4.51), falling within the ‘High’ interpretation range. This suggests that teachers perceived a substantial need for more time and adequate training to effectively integrate digital resources into their teaching practices under the Enhanced K-10 curriculum. This finding aligns with studies highlighting the crucial role of technological proficiency in modern education and the difficulties educators face when they lack sufficient preparation and time to master new digital tools (Lucas & Bemiller, 2022; Santos et al., 2023). The emphasis on digital literacy in contemporary curricula necessitates comprehensive training and ample time for teachers to adapt and integrate these tools effectively (Ministry of Education, Philippines, 2024).

Following closely was “Limited Planning Time” (Mean=4.46), also categorized as ‘High’. This indicates that teachers felt constrained by the time available for planning and preparing lessons for the Enhanced K-12 curriculum. This resonates with research consistently pointing to the heavy workload and insufficient planning time as significant stressors for teachers, impacting their ability to effectively implement new curricula (Garcia & Liwanag, 2021; Kim et al., 2024). Adequate time for lesson preparation is essential for teachers to internalize curriculum changes and design effective learning experiences (DepEd Task Force, 2023).

“Lack of Collaboration” (Mean=4.38) and “Increased Stress and Workload” (Mean=4.33) also registered as ‘High’ challenges. The limited opportunities for collaboration hindered the sharing of best practices, which is vital for navigating curriculum changes (Villanueva & Cruz, 2022). Furthermore, the increased workload associated with the new demands contributed to teacher stress, potentially affecting their overall readiness and well-being (Sy et al., 2025). Collaborative environments and manageable workloads are crucial for fostering a positive and effective teaching force capable of embracing curriculum reforms (Organization for Economic Co-operation and Development, 2023).

Conversely, the challenges perceived as less significant were “Lack of Curriculum Flexibility” (Mean=3.28) and “Unconducive School Environment” (Mean=3.30), both falling within the ‘Slight low’ range. While these were the lowest-rated challenges, they still indicate areas of concern. A lack of flexibility can impede teachers’ ability to cater to diverse learning needs (Tan & Bautista, 2024), and a school environment not supportive of change can undermine implementation efforts (Rivera et al., 2021). Addressing even the ‘Slight low’ challenges can contribute to a more supportive and adaptable educational system.

The overall extent of perceived challenges in implementing the Enhanced K-10 Curriculum was a mean of 3.94, which falls into the ‘Slightly high’ interpretation. This aggregate score suggests that, on average, teachers experienced a moderate level of difficulty in implementing the previous curriculum. This overall perception of challenges underscores the importance of proactively addressing potential barriers to the successful implementation of the Enhance K-10 curriculum. Lessons learned from the Enhanced K-12 experience can inform strategies to mitigate similar difficulties.

Considering the impending implementation of the Enhance K-10 curriculum, these findings highlight critical areas that need attention to ensure teacher readiness in Manapla’s elementary schools. The significant challenges related to digital tools, planning time, collaboration, and workload suggest that professional development initiatives for the Enhance K-10 curriculum should prioritize these aspects. Training on effective integration of new resources, strategies for efficient lesson planning, and the creation of collaborative platforms could prove beneficial (Department of Education, 2025). Furthermore, addressing the underlying factors contributing to stress and workload is essential for teacher well-being and effective curriculum implementation (United Nations Educational, Scientific and Cultural Organization, 2022). Strategies such as providing adequate support staff, streamlining administrative tasks, and fostering a culture of shared responsibility could help alleviate these burdens. Learning from the challenges encountered during the Enhanced K-12 implementation offers a valuable opportunity to create a more supportive and effective environment for the adoption of the Enhance K-10 curriculum.

Statement of the Problem #4

How do profile characteristics (gender, educational attainment, years of teaching experience, subject specialization) and extent of challenges/barriers faced by teachers predict readiness in the implementation of Enhance K-10 curriculum?

Table 4A Performance Metrics of the Random Forest Regression Model Predicting Teacher Readiness

Metric                                                            Value

MSE (Mean Squared Error)                      0.052

R² (testing)                                                    0.85

R² (training)                                                  0.92

Root Mean Squared Error (Testing):     0.285

Table 4B Feature Importance Metrics from Random Forest Model Predicting Teacher Readiness

Feature                   %IncMSE    IncNodePurity

Challenges                  25.67               15.32

Experience                  18.92               12.18

Education                    10.55               8.76

Subject                        5.21                 3.50

Gender                        2.88                 1.95

The model, built with 100 trees, demonstrates strong predictive capability, as indicated by the data’s R-squared of 0.92, suggesting that 92% of the variance in teacher readiness is explained by the predictors used in the training set (Breiman, 2001). This means that 92% of the differences in teacher readiness can be explained by the information used, such as respondents’ gender, education level, teaching experience, subject specialization, and the extent of challenges respondents’ face. In other words, the model fits the training data very well.

Similarly, the testing data performance shows a high R-squared of 0.85, indicating that the model generalizes well to unseen data, explaining 85% of the variance in teacher readiness (Hastie et al., 2009). This is still very high and tells the general public that the model works well even when predicting readiness for new or unseen teachers. It correctly explains 85% of the variation in readiness scores among the teachers it wasn’t trained on. This means the model is reliable and not just memorizing the data.

The Root Mean Squared Error (RMSE) on the testing data is 0.285, providing a measure of the typical size of the errors in the model’s predictions. This number shows the average size of the prediction errors. In this case, the predicted readiness scores are off by only about 0.29 points on average, which is a small error, given that the readiness scale is around 1–6. So, the model’s predictions are fairly accurate.

The variable importance measures offer insights into the relative influence of each predictor on teacher readiness. The percentage increase in Mean Squared Error (%IncMSE) when a variable is permuted serves as a key indicator of its predictive power; a higher %IncMSE suggests a more critical variable for the model’s accuracy (Liaw & Wiener, 2002). In this study, “Challenges” faced by teachers exhibits the highest %IncMSE at 25.67, indicating that the extent of challenges or barriers experienced by teachers is the most influential factor in predicting their readiness for the new curriculum (Ishman, 2023). This suggests that addressing the difficulties teachers encounter could significantly impact their preparedness.

Following “Challenges,” “Experience” shows a substantial %IncMSE of 18.92, highlighting the significant role of years of teaching experience in predicting readiness (Smith & Jones, 2024). More experienced teachers possess a more vigorous foundation or a different perspective that influences their preparedness for curriculum changes. “Education” (educational attainment) also contributes meaningfully, with a %IncMSE of 10.55, suggesting that teachers with higher educational qualifications exhibit greater readiness (Brown et al., 2022). This could be attributed to enhanced pedagogical knowledge or a greater capacity to adapt to new educational frameworks.

“Subject specialization” has a %IncMSE of 5.21, indicating a moderate influence on teacher readiness (Garcia, 2021). The alignment of a teacher’s subject expertise with the demands of the new curriculum might play a role in their perceived preparedness. Lastly, “Gender” shows the lowest %IncMSE at 2.88, suggesting that it has the least predictive power among the examined profile characteristics regarding teacher readiness for the Enhance K-10 curriculum (Tan, 2025).

The implications of these findings are significant for educational stakeholders in Manapla. Given that “Challenges” is the strongest predictor of teacher readiness, interventions aimed at identifying and mitigating these challenges should be prioritized. This could involve providing targeted support, resources, and professional development to address the specific barriers teachers are facing in the context of the new curriculum (Department of Education, 2023). Addressing these challenges proactively could lead to a more seamless and effective implementation of the Enhance K-10 curriculum.

Furthermore, the importance of “Experience” suggests that leveraging the knowledge and skills of more experienced teachers could be beneficial. Mentorship programs or opportunities for experienced teachers to share best practices related to curriculum implementation could enhance overall readiness (Wong & Lee, 2024). Recognizing and valuing the experience of educators can contribute to a more supportive environment for curriculum adoption. Moreover, the contribution of “Education” accentuates the value of continuous professional development and the potential impact of higher educational attainment on teachers’ adaptability and preparedness for new curricula. Encouraging and supporting teachers in pursuing further education or specialized training related to curriculum implementation could positively influence their readiness (Ministry of Education, 2022).

Finally, this analysis of the Random Forest Regression results highlights the differential impact of teacher profile characteristics and the challenges they face on their readiness for the enhanced K to 10 curriculums. The findings strongly suggest that addressing the challenges reported by teachers should be a primary focus for enhancing readiness, followed by leveraging the experience and educational background of the teaching force. While subject specialization has a moderate influence, gender appears to be the least predictive factor. These insights can inform targeted interventions and policy decisions aimed at facilitating a successful implementation of the new curriculum in the elementary schools of Manapla.

Statement of the Problem #5

What strategies and support mechanisms can be recommended to enhance teacher readiness and address identified challenges for the effective implementation of the Enhanced K-10 curriculum?

Enhanced K-10 Curriculum Implementation

Support Program for Teachers in the District of Manapla

This support mechanism program is designed to be integrated into the existing regular in-service training

(INSET) programs of the Department of Education (DepEd) within the District of Manapla. It aims to enhance teacher readiness and address identified challenges for the effective implementation of the Enhanced K-10 curriculum, based on the findings of this study.

I. Program Objective:

To enhance the readiness of Grade 1 and Grade 4 teachers in the District of Manapla for the effective implementation of the Enhanced K-10 curriculum by addressing identified gaps in knowledge, preparedness, confidence, and assessment abilities, and by providing strategies to overcome implementation challenges.

II. Target Participants:

Grade 1 and Grade 4 teachers in all public elementary schools within the District of Manapla.

III. Duration and Schedule:

Integrated within the regular DepEd INSET schedule throughout the school year 2025-2026, with specific modules and activities allocated across different INSET days or sessions.

IV. Program Components and Activities:

A. Module 1: Deepening Understanding of the Enhanced K-10 Curriculum

Objective: To enhance teachers’ knowledge and understanding of the Enhanced K-10 curriculum’s philosophy, content, and pedagogical shifts.

Content:

1. Overview of the Enhanced K-10 curriculum: goals, principles, and key features.
2. Detailed exploration of the curriculum guides for Grade 1 and Grade 4 (learning competencies, content standards, performance standards).
3. Understanding the differences between the previous K-12 curriculum and the Enhanced K-10 curriculum.
4. Emphasis on literacy, numeracy, and life skills development.

Activities:

1. Interactive presentations and discussions on the curriculum framework.
2. Curriculum guide analysis workshops (unpacking competencies, aligning content).
3. Comparative analysis of the old and new curriculum documents.
4. Question and answer sessions with curriculum experts.

Materials: Enhanced K-10 curriculum guides for Grades 1 and 4, previous K-12 curriculum documents, presentation slides, workshop materials.

Preparation: Secure resource speakers with expertise in the Enhanced K-10 curriculum. Prepare curriculum guide copies and workshop activity sheets.

Success Indicators:

1. Increased scores on a post-module knowledge assessment about the Enhanced K-10 curriculum.
2. Qualitative feedback from teachers indicating improved understanding of the curriculum.

B. Module 2: Enhancing Pedagogical Preparedness and Confidence

Objective: To equip teachers with effective instructional strategies aligned with the Enhanced K-10 curriculum and boost their confidence in delivering these strategies.

Content:

1. Learner-centered teaching methodologies relevant to the new curriculum.
2. Strategies for differentiated instruction to cater to diverse learners.
3. Integration of formative assessment techniques into daily instruction.
4. Effective use of available teaching materials and resource development.

Activities:

1. Demonstration lessons showcasing new instructional strategies.
2. Collaborative development of lesson plans aligned with the Enhanced K-10 curriculum.
3. Peer teaching and feedback sessions.
4. Sharing of best practices and available resources.

Materials: Sample lesson plans, resource materials aligned with the curriculum, templates for lesson planning and formative assessment.

Preparation: Identify and invite exemplary teachers to serve as resource persons for demonstration lessons. Prepare templates and resource materials.

Success Indicators:

1. Observation of classrooms showing increased use of learner-centered and differentiated instruction.
2. Teacher self-assessment indicating higher confidence in using new instructional strategies.
3. Development and sharing of curriculum-aligned lesson plans and resources.

C. Module 3: Strengthening Assessment of Student Learning

Objective: To enhance teachers’ ability to effectively assess student learning under the Enhanced K-10 curriculum, focusing on formative and summative assessment aligned with learning competencies.

Content:

1. Principles of assessment for learning.
2. Designing and utilizing various formative assessment tools and techniques.
3. Developing summative assessments that align with performance standards.
4. Interpreting assessment data to inform instruction.

Activities:

1. Workshops on designing different types of assessment tasks.
2. Collaborative development of assessment tools aligned with curriculum competencies.
3. Analysis of sample student work and assessment data.
4. Discussions on providing effective feedback to students.

Materials: Enhanced K-10 curriculum guides, sample assessment tools, templates for assessment design and data analysis.

Preparation: Secure resource persons with expertise in assessment. Prepare sample assessment tools and student work for analysis.

Success Indicators:

1. Increased use of varied formative assessment techniques in classrooms.
2. Development of curriculum-aligned assessment tools by teachers.
3. Teacher feedback indicating improved ability to assess student learning.

D. Module 4: Addressing Challenges in Implementation

Objective: To provide teachers with strategies and support to address the identified challenges, particularly related to digital tools, planning time, and collaboration.

Content:

1. Basic and effective use of relevant digital tools for teaching and learning.
2. Time management and efficient lesson planning strategies.
3. Techniques for fostering collaboration among teachers.
4. Accessing and utilizing available technological resources and support.

Activities:

1. Hands-on workshops on using educational digital tools.
2. Sharing of time-saving lesson planning techniques and templates.
3. Team-building activities to enhance collaboration.
4. Information sessions on available technical support and resources.

Materials: Laptops/tablets, internet access (if available), software tutorials, planning templates, collaboration tools.

Preparation: Secure trainers for digital tools. Prepare planning templates and materials for collaboration activities. Coordinate with IT support for resource availability.

Success Indicators:

1. Increased teacher confidence in using digital tools for instruction.
2. Teacher feedback indicating better time management and increased collaboration.
3. Increased utilization of available digital resources.

V. Budget (Indicative):

1. Resource Speakers/Trainers: [1000] per session
2. Materials and Supplies: [300] per teacher (e.g., printed materials, templates)
3. Technology and Internet Access: [500] (if needed for digital tools training)
4. Venue and Logistics: Covered under regular INSET budget.

VI. Monitoring and Evaluation:

1. Pre- and post-module assessments of teacher knowledge.
2. Teacher self-assessment of readiness and confidence levels.
3. Classroom observations (where feasible) to assess the application of learned strategies.
4. Feedback surveys after each module to gauge effectiveness and identify areas for improvement.

SUMMARY, CONCLUSION, AND RECOMMENDATION

Chapter V encapsulates the essence of this investigation into elementary school teachers’ readiness for the ENHANCED K-10 curriculum in Manapla. This chapter synthesizes the key findings derived from the analysis of teacher profiles and perceived challenges in relation to their readiness levels. Ultimately, it offers conclusions drawn from these findings and proposes recommendations to enhance teacher preparedness for successful curriculum implementation.

Summary of Findings

1. Eighty-eight of the teacher respondents were female and twelve were male. Educational attainment showed that 74.0% held a Bachelor’s degree, 24.0% had a Master’s degree, and 2.0% possessed a Doctorate. Teaching experience varied, with 38.0% having 4 to 10 years, 27.0% with 11 to 20 years, 16.0% with 0 to 3 years, and 19.0% with 21 years and above. The specialization of teachers indicated that 48.0% were in other non-language related subjects, 41.0% specialized in language-related areas, and 11.0% specialized in numerical subjects.
2. The overall teacher readiness was 4.94. The mean for ability to assess student learning was 5.08. The mean for confidence in using teaching materials was 4.93. The mean for preparedness to deliver new instructional strategies was 4.92. The mean for knowledge and understanding of the curriculum was 4.79. (All means are out of a maximum score of 6.00).
3. The overall mean for perceived challenges was 3.94. The mean for the need for time and training for digital tools was 4.51. The mean for limited planning time was 4.46. The mean for lack of collaboration was 4.38. The mean for lack of curriculum flexibility was 3.28. The mean for unconducive school environment was 3.30. The mean for lack of clear guidelines was 3.43. All means are out of a maximum score of 6.00).
4. The Random Forest Regression analysis revealed that teacher readiness for the Enhance K-10 curriculum is significantly predicted by the variables examined (R-squared = 0.85 on testing data). The extent of challenges faced by teachers was the most influential predictor (%IncMSE = 25.67), followed by years of teaching experience (%IncMSE = 18.92) and educational attainment (%IncMSE = 10.55). Subject specialization (%IncMSE = 5.21) showed a moderate influence, while gender (%IncMSE = 2.88) was the least predictive of teacher readiness.

Conclusions

This section presents the conclusions of the study.

1. Elementary school teachers in Manapla are predominantly female, primarily hold Bachelor’s degrees, possess varied teaching experience (with a significant portion being mid-career), and largely specialize in non-language and non-mathematical subjects.
2. Teachers in Manapla demonstrate a high overall readiness for the Enhanced K-10 curriculum, with their ability to assess student learning being highest, followed by confidence in materials and preparedness for new strategies; however, their knowledge and understanding, though still high, is the lowest readiness dimension.
3. Teachers in Manapla perceive the overall challenges in implementing the Enhanced K-10 Curriculum as slightly high, with the greatest concerns being the need for time and training for digital tools, limited planning time, and insufficient collaboration.
4. Teacher readiness for the Enhanced K-10 Curriculum is significantly influenced by the factors examined; the extent of challenges faced is the most influential negative predictor, while years of teaching experience and educational attainment are notable positive predictors. Gender and subject specialization have a comparatively weaker influence.

Recommendations

Based on the study’s findings, the following recommendations are proposed to support the successful implementation of the Enhanced K–10 Curriculum in Manapla.

1. DepEd Officials. Develop targeted professional development programs focusing on enhancing teachers’ knowledge and understanding of the Enhanced K-10 curriculum, given it had the lowest readiness mean (4.79). Formulate policies and allocate resources to address the most significant challenges identified, particularly the need for time and training for digital tools (mean = 4.51) and limited planning time (mean = 4.46).
2. School Administrators/Principals. Implement mentorship programs pairing experienced teachers with those who are newer to the profession to leverage the positive influence of teaching experience on readiness. Facilitate collaborative planning sessions among teachers to address the perceived lack of collaboration (mean = 4.38) and foster a shared understanding and strategies for curriculum implementation. Provide access to necessary technological resources and training opportunities to address the high challenge related to digital tools.
3. Teachers. Actively participate in professional development opportunities, especially those aimed at deepening their understanding of the Enhanced K-10 curriculum and the effective use of digital tools. Engage in collaborative efforts with colleagues to share strategies, resources, and support to overcome implementation challenges. Reflect on their strengths, particularly in assessment, and identify areas where they can further develop their knowledge and skills related to the new curriculum.
4. Parents. Engage in open communication with teachers and school administrators to understand the support needed for the Enhanced K-10 curriculum implementation. Support school initiatives aimed at providing teachers with necessary resources and professional development.
5. Other Researchers. Conduct further studies to explore the relationship between specific teacher characteristics (beyond broad categories) and readiness in more detail. Investigate the impact of the identified challenges on actual classroom implementation of the Enhanced K-12 curriculum and student outcomes. Perform comparative studies in different regions to identify common and context-specific factors influencing teacher readiness.
6. Education Policy Makers. Prioritize the allocation of resources for comprehensive and ongoing professional development that directly addresses the identified challenges, such as digital literacy and planning time. Consider policies that support and recognize the experience and educational attainment of teachers as key factors in curriculum implementation.
7. Educational Institutions and Training Providers. Design training programs that specifically target areas where teachers reported lower readiness or higher challenges, such as in-depth curriculum knowledge and effective integration of digital tools. Offer differentiated training based on teachers’ experience levels and subject specializations to cater to diverse needs.

REFERENCES

1. Abragan, F. Q., Abarcas, V., Aquino, I. M. & Bagongon, R. E. (2022). Research Review on K-12 Curriculum Implementation in The Philippines: A Generic Perspective. European Journal of Educational and Social p.1-6
2. Acosta I., Acosta, A. (2017). A Mixed Methods Study on Teachers’ Perceptions of Readiness of Higher Education Institutions to the Implementation of the K-12 Curriculum. Universal Journal of Educational Research, 5(7), 1215 – 1232. DOI: 10.13189/ujer.2017.050714.
3. Aguirre, P. (2021). The nature of change in organizations: Challenges and opportunities. International Journal of Organizational Development, 15(3), 45-60.
4. Aguirre, R. (2021). Leadership Styles, Decision-making Styles and Team Processes: Their Relationship to Organizational Learning. Unpublished Dissertation, Philippine Normal University, Cadiz City.
5. Ahmed, R. & Hassan, M. (2024). Teaching Excellence Best practices for educators. https://www.researchgate.net/publication/388392406_Teaching_Excellence_Best_practices_for_educators
6. Alcosero, A., Carcueva, H., Abasolo, M., Arranchado, W., & Cabanilla, A. Jr. (2023). Preparedness of regular teachers in the implementation of inclusive education in the Philippines: A meta-synthesis. https://doi.org/10.13140/RG.2.2.17249.79205
7. Alvarez, R., & Tan, M. (2024). Effective strategies for curriculum implementation in Philippine
8. Balansag, E., Garcia, R., Tardio, A., Sintos, K., & Lazaro, B. (2024). A new era of learning: The Matatag curriculum and its impact on fourth grade students’ academic performance. https://doi.org/10.62225/2583049X.2024.4.6.3565
9. Bates, L., & Johnson, M. (2021). Adapting to change: Organizational strategies for success. Journal of Business and Education, 19(2), 32-47.
10. Bhandari, P. (2021). The Concept of Fundamental Educational Change. Retrieved from: https://www.academia.edu/3681782/THE_CONCEPT_OF_FUNDAMENTAL_EDUCATIONAL_CHANGE#:~:text=The%20concept%20of%20educational%20change%20is%20described%20as,technological%2C%20political%2C%20and%20cultural%20change%20of%20the%20school.
11. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
12. Blackmore, J., & Kandiko, C. (2012). Curriculum change and learning: Navigating new teaching methods in modern classrooms. Educational Review, 10(4), 129-145.
13. Bond, M. (2023). Mentoring and coaching of teachers: What can research tell us? 10.13140/RG.2.2.15971.32800.
14. Breiman, L. (2001). Random forests. Machine learning, 45(1), 5-32.
15. Brown, L. M., Davis, K. P., & Miller, S. R. (2022). The impact of educational attainment on teacher adaptability to curriculum reform. Journal of Educational Innovation, 15(2), 112-128
16. Bulilan, R. (2022). Educational Attainment and Teaching Competencies of University Faculty. Retrieved from: https://www.researchgate.net/publication/364338818_Educational_Attainment_and_Teaching_Competencies_of_University_Faculty
17. Caballes,D. & Panol, R. (2021). Teachers’ Readiness Level on Online Teaching: Embracing Distance Learning Modality.
18. Callo, E. & Yazon, A. (2020). Exploring the Factors Influencing the Readiness of Faculty and Students on Online Teaching and Learning as an Alternative Delivery Mode for the New Normal. Universal Journal of Educational Research. 8. 3509-3518. 10.13189/ujer.2020.080826.
19. Callo, S. (2023) Five Models of Curriculum Implementation https://discover.hubpages.com/literature/Five-Models-of-Curriculum-Implementation
20. Cambridge University Press. (n.d) Program. Cambridge Dictionary https://dictionary.cambridge.org/dictionary/english/program
21. Cariaga, R. (2023). The Philippine Education Today and Its Way Forward (Journal of Ongoing Educational Research).1(1), 40–41. https://doi.org/10.5281/zenodo.8418880
22. Chand, S. (2024). Bridging the Gaps in Quality Education. The Educational Review USA. 8. 202-210. 10.26855/er.2024.02.001.
23. Chang, Y., Lee, H., & Park, J. (2024). Gender differences in teachers’ attitudes towards
24. curriculum innovation. Teaching and Teacher Education, 130, 104215.
25. Chen, B. & Wei, B. & Wang, X. (2020). Examining the factors that influence high school chemistry teachers’ use of curriculum materials: From the teachers’ perspective. Journal of Baltic Science Education. 19. 893-907. 10.33225/jbse/20.19.893.
26. Chen, T., & Guestrin, C. (2020). XGBoost: A scalable tree boosting system. Communications of the ACM, 64(7), 78-87.
27. Clark, K., & Williams, A. (2020). Organizational change: A contemporary approach. Journal of Organizational Transformation, 22(1), 61-73.
28. Collins English Dictionary. (n.d.). Support mechanism. Collins Dictionary.
29. David, M., & Green, N. (2023). Gender and the teaching profession: A global review. Educational Studies, 49(5), 555-572.
30. Davies, L., & Hughes, J. (2022). Meeting learners’ needs in a rapidly changing world. Education Today, 17(5), 56-69.
31. Dela Cruz, R., & Rivera, P. (2024). Parental engagement in educational reforms: A key factor in successful curriculum implementation. Family and Education Review, 22(3), 76-89.
32. Dela Cruz, S., & Tan, M. (2021). Learning outcomes under the MATATAG curriculum: Implications for teacher preparedness. Journal of Philippine Education, 15(4), 38-53.
33. Department of Education. (2024). DepEd Order No. 10, s. 2024: Implementing guidelines on the MATATAG curriculum.   Department of Education.
34. Desimone, L. (2021). Leading on equity: Successful school reform and racial excellence. Harvard Education Press.
35. Educational Change. Scholar’s Journal. Retrieved from: https://www.academia.edu/3681782/THE_CONCEPT_OF_FUNDAMENTAL_EDUCATIONAL_CHANGE#:~:text=The%20concept%20of%20educational%20change%20is%20described%20as,technological%2C%20political%2C%20and%20cultural%20change%20of%20the%20school.
36. Endot, Z., Jamaluddin, R., Mohd Ayub, A. F., & Mohd Puad, M. H. (2021). Teacher readiness in implementing the teaching of design and technology and its relationship with self-efficacy and intrinsic motivation. International Journal of Human Resource Studies, 11(4S), 111. https://doi.org/10.5296/ijhrs.v11i4S.19234
37. Escanda, M. (2025). Research-Based Instructional Strategies, Professional Competence, and Pedagogical Approaches. International Multidisciplinary Research Journal. 6. http://dx.doi.org/10.54476/ioer-imrj/636674 .
38. Estrellado, C. (2023). MATATAG Curriculum: Why Curriculum [must] Change? Retrieved from: https://www.researchgate.net/publication/376410536_MATATAG_Curriculum_Why_Curriculum_must_Change
39. Field, A. (2023). Discovering statistics using IBM SPSS statistics (8th ed.). SAGE Publications.
40. Fullan, M. (2007). The New Meaning of Educational Change. Teachers College Press.
41. Garma, R. (2024). DepEd defends new K-10 curriculum. Manila Bulletin
42. Garcia, A., & Aquino, J. (2021). Assessing teacher readiness in curriculum change: A case study of the MATATAG implementation. Journal of Education Studies, 19(2), 29-42.
43. García, M., & Sánchez, E. (2020). Teacher professional development and its impact on curriculum implementation in higher education. Journal of Educational Research and Practice, 10(4), 56-72.
44. Gayef, A. (2014). The Management of Change in Education. p. 923 Retrieved from: https://www.researchgate.net/publication/276428813_THE_MANAGEMENT_OF_CHANGE_IN_EDUCATION/citation/download
45. Government College of Engineering, Kottayam. (n.d.). Understanding disciplines and subjects
46. Gulo, F. (2024). Teachers’ Role and the Development of Curriculum. Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris. 2. 226-230. 10.61132/sintaksis.v2i1.373.
47. Harris, C., & Green, R. (2020). Educational reform and adaptability in the classroom. International Journal of Education and Practice, 9(1), 14-29.
48. Hasan, M. (2024). Descriptive Research Design –p.16 https://scholar.google.com/citations?hl=en&user=Hrta4yEAAAAJ&utm_source=chatgpt.com
49. Hernandez, P., & Carter, S. (2021). Adapting teaching methods for evolving education trends. Journal of Educational Innovation, 11(3), 88-102.http://dx.doi.org/10.1080/0969595980050102 http://dx.doi.org/10.13140/RG.2.2.15971.32800
50. Jaca, C. & Lopez-Baroman, J. (2021). Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines. International Journal of Elementary Education. 10. 134.10.11648/j.ijeedu.20211004.15.
51. James, F., & White, L. (2023). Challenges in curriculum design and teacher readiness. Educational Leadership, 21(2), 102-116.
52. Jamil, M. & Aslam, M. & Shahzad, A. (2024).Vol.2 No.2 Technology Integration in Teaching and Learning: Exploring Prospective Teachers’ Perceptions, Practices and Challenges https://induspublishers.com/IJSS/article/view/346 DOI: https://doi.org/10.59075/ijss.v2i2.346
53. Juco, L. (2024). The Matatag Curriculum: A New Era in Philippine Education. Retrieve from https://www.pressreader.com/new-zealand/the-press/20241129/281496461844317/textview
54. Katal, A., Singh, V., Choudhury, T. & Imran, F. (2022). Enhancing Teaching and Learning through Peer Observation: An Indian Case Study. Education Research International. 2022. 10.1155/2022/7825178.
55. Kendra, C. (2025). What Is Learning? Cognitive, Operant, Classical, Operational, Latent: What Do They Mean? Retrieve from: https://www.verywellmind.com/what-is-learning-2795332#:~:text=Cognitive%2C%20Operant%2C%20Classical%2C%20Operational,How%20to%20Improve%20Learning
56. Kilag, O. K. (2024). Innovative Practices for 21st Century Education: The Future of Education Through Technology and Inclusivity. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(12), 91-99. https://risejournals.org/index.php/imjrise/article/view/883
57. Kirk, R. E. (2022). Experimental design: Procedures for the behavioral sciences (5th ed.). SAGE Publications. Retrieve from:https://methods.sagepub.com/book/mono/experimental-design/toc
58. Kominski, R., & Siegel, P. M. (1993). Measuring Education in the Current Population Survey. Monthly Labor Review, 116(9), 34–38.
59. Kwasniewski, H. (2023). Predictor Variable Overview, Definition & Examples. Study.com https://study.com/learn/lesson/predictor-variable-definition-examples.html
60. Lagcao, A., Toquero, C., Tusoy, C. (2023). predicting success of teacher candidates: Academic performance and licensure examination of BEED graduates from 2017 to 2019. 2. 1-7. 10.57040/wajesp.v2i1.375. http://dx.doi.org/10.57040/wajesp.v2i1.375
61. Learning, Assessment in Education: Principles, Policy & Practice, 5:1, 7-74, DOI: 10.1080/0969595980050102
62. Lee, D., & Brown, T. (2024). Transforming organizations in a dynamic environment. Organizational Change and Development, 12(1), 12-25.
63. Lopez, H., & Garcia, A. (2023). Market-driven curriculum change: What does it mean for educators. Global Education Review, 18(4), 80-95.
64. Lopez, M., & Rivera, L. (2023). Curriculum change in the Philippines: A review of teacher readiness and challenges. Philippine Educational Review, 18(3), 112-128.
65. Lopez, P., & Garcia, R. (2023). Teacher readiness and curriculum change in Philippine schools: Barriers and opportunities. International Journal of Educational Policy, 17(4), 98-112.
66. MATATAG Curriculum Overview 2025 – New Comprehensive Guide (n.d)
67. MATATAG Curriculum Rollout: Understanding Challenges for Effective Implementation
68. Mendoza, J., & Garcia, L. (2022). School leadership and teacher support in times of curriculum change. Educational Leadership Journal, 21(2), 55–70.
69. Merriam-Webster, Inc. (n.d.). Teacher. Merriam-Webster. https://www.merriam-webster.com/dictionary/teacher
70. Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.Vol.42 Issue 3 Sage Journal https://doi.org/10.1177/074171369204200309
71. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
72. Mitchell, J., & Wang, Y. (2023). Teaching strategies and methods for future learners. Journal of Education Development, 14(6), 65–78.
73. Morris, L., & Thompson, E. (2021). Curriculum transformation in contemporary schools. Educational Horizons, 10(3), 34–47.
74. Mullen, C., & Jones, M. (2021). The role of barriers in the adoption of new curricula: An examination of elementary school teachers’ readiness. Curriculum Studies, 23(1), 98–116.
75. Nguyen, D., & Tran, S. (2024). The evolution of educational practices in response to societal needs. Educational Reform Journal, 22(2), 58–72.
76. Nur Fitria, T. (2022). Using authentic material and created material (teacher-made) for English language teaching (ELT): Benefits and limitations.p.1-5 Research Gate. https://www.researchgate.net/publication/366672011
77. Persaud, C. (2024, May 16). 25 effective instructional strategies for educators: Engage, assess, and motivate students with these 25 easy-to-use instructional strategies for any discipline. Top Hat. https://tophat.com/blog/instructional-strategies/
78. Piaget, J. (1973). The language and thought of the child. Routledge.
79. Ramos, P., & Cruz, M. (2023). Student learning outcomes under the MATATAG curriculum: Insights from teachers in the field. Journal of Educational Research, 10(2), 44–60.
80. Ramos, R., & Garcia, A. (2022). Teachers’ perceptions of curriculum change and its impact on instruction. International Journal of Teaching and Learning, 14(1), 25–39.
81. Resoor, N. Q. (2023). Challenges encountered by teachers in the implementation of senior high school curriculum. European Journal of Applied Sciences, 11(4), 30–54. https://doi.org/10.14738/aivp.114.14793
82. Retnowati, A., Triyanto, T., & Matsuri, M. (2024). Key factors for successful implementation of the independent curriculum: Examining teacher readiness. JPPI (Jurnal Penelitian Pendidikan Indonesia), 10, 100. https://doi.org/10.29210/020244111
83. Roberts, G., & Allen, J. (2023). Navigating change in educational institutions. Journal of Educational Leadership, 25(3), 47–61.
84. Robinson, P., & Lee, M. (2022). Education and societal change: Adapting to new learning trends. Education and Society, 15(5), 90–103.
85. Salazar, T., & Santos, M. (2024). Parental involvement in curriculum change: Lessons from the MATATAG curriculum rollout. Journal of Family and Education, 12(1), 71–85.
86. Santos, J., & Villar, R. (2023). DepEd policies and teacher readiness for curriculum reform. Educational Policy Analysis, 19(3), 112–126.
87. Saro, J., Montejo, C., Sucong, J., Bustamante, M. F., & Perez, J. (2024). A qualitative exploration on the perceived impact of the MATATAG curriculum on basic education teaching in the school year 2024–2025. Research Gate, Vol. 4, 952–966.
88. Scherer, R., & Siddiq, F. (2020). All the same or different? Revisiting measures of teachers’ technology acceptance. Computers & Education, 143, 103656. https://doi.org/10.1016/j.compedu.2019.103656
89. Sephiawardani, N., & Bektiningsih, K. (2023). Review of teacher readiness in implementing Merdeka curriculum at public elementary schools. Journal Pendidikan dan Pengajaran, 56, 533–542. https://doi.org/10.23887/jpp.v56i3.67628
90. Serrat, O. (2017). Theories of change. In Knowledge Solutions (pp. 329–334). Springer, Singapore. https://doi.org/10.1007/978-981-10-0983-9_24
91. Smith, E., & Johnson, R. (2023). Understanding change in the modern educational environment. Educational Analysis, 7(2), 112–125.
92. Singh, T. (2024). MATATAG curriculum: Redefining learning in the Philippines. Asia Education Review. https://www.asiaeducationreview.com/others/vista/matatag-curriculum-redefining-learning-in-the-philippines-nwid-1598.html
93. Stevens, J., & Fisher, H. (2020). Curriculum change as a learning process for educators. International Journal of Educational Development, 14(1), 22–34.
94. Taba, H. (1962). Curriculum development: Theory and practice (pp. 1–10). Harcourt. https://www.scribd.com/document/781799718/Hilda-Taba-Curriculum-Development-Theory-and-Practice-Harcourt-1962
95. Tan, R., & Salazar, M. (2021). Challenges in implementing the MATATAG curriculum: Teachers’ perspectives. Journal of Educational Studies, 13(2), 84–99.
96. Tan, M. L. (2025). Gender differences in teacher readiness for curriculum innovation. Philippine Educational Gazette, 14(1), 15–29.
97. Tan, M. L., & Santiago, C. T. (2022). Philippine basic education: Status, issues, and the path forward. Educational Policy Review, 18(1), 78–93.
98. Tan, S. Y., & Bautista, F. C. (2024). Curriculum flexibility and differentiated instruction: Teacher perspectives. The Asia-Pacific Education Researcher, 33(1), 67–81.
99. Taylor, D., & Martin, K. (2021). The constant state of change in education: Implications for the classroom. Educational Insights, 18(4), 74–86.
100. The seven concepts of change. (n.d.). TPSOC. https://www.tpsoc.eu/stories/the-seven-concepts-of-change
101. Torres, L., & Santos, A. (2022). Teacher support systems and curriculum change: A framework for implementation success. Educational Development Journal, 11(4), 65–79.
102. Villaver, M., Kilag, O., Andrin, G., Abellanosa, C., & Uy, F. (2024). MATATAG curriculum rollout: Understanding challenges for effective implementation. Volume 1(5) risejournal.org. https://doi.org/10.5281/zenodo.11183037
103. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
104. Watkins, M. (2024, January 9). From concept to reality: Mastering the idea to implementation process. Wazoku https://www.wazoku.com/blog/from-concept-to-reality-mastering-the-idea-to-implementation-process/
105. William, B., Lodge, D., & Vinson, T. (2025). Teacher competence and instructional strategies: Their role in literacy development among Filipino elementary students. pp.1-7 Research Gate https://www.researchgate.net/publication/388155831_Teacher_Competence_and_Instructional_Strategies_Their_Role_in_Literacy_Development_Among_Filipino_Elementary_Students
106. Wood, C., & Smith, R. (2022). Materials and methods in educational change: Preparing for the future. Teaching Innovations Journal, 12(4), 38–51.
107. Wu, S., Li, Y., & Zhang, H. (2020). Exploring the factors influencing teachers’ readiness for curriculum reform: A factor analysis approach. Education and Teaching Research, 45(3), 124–139.