Teachers' Readiness in Implementing Enhanced K-10+2 Curriculum: Input for Policy Recommendation Intervention Plan

Abstract

A crucial aspect of academic success is the teacher’s readiness, particularly when a new curriculum is introduced. This study assessed teachers' readiness in implementing the enhanced K-10+2 curriculum in Flora Apayao. Using a descriptive-correlational approach, the study collected data through surveys from teachers handling Kindergarten, Grade 1, Grade 4, and Grade 7—the first levels to implement the enhanced K-10+2 curriculum. The findings highlight that while most teachers possess strong teaching knowledge and skills, they require additional support in integrating cultural and contextual elements into their lessons. Teachers generally have a positive attitude toward the new curriculum and understand its potential benefits for students. However, some gaps were noted in instructional planning support and access to teaching materials, which affected their overall preparedness. The study also found that teachers' backgrounds influence their teaching skills, leadership capabilities, and openness to curriculum changes. Professional development was identified as a key factor in building teacher readiness. In response to these challenges, the study proposes an intervention plan centered on continuous teacher training, improved resource allocation, and enhanced instructional support. Ensuring that teachers receive ongoing support and training will be essential in making the enhanced K-10+2 curriculum successful.