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

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).