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Professional Development of Teachers’ Preparedness on the Revised K to 10 Curriculum
Subject area: Arts, Social Sciences and Humanities · Area of research: Development in Education
DOI: https://doi.org/10.64388/IREV9I11-1718254
Abstract
This study determined the level of teachers’ professional development and preparedness in implementing the Revised K to 10 Curriculum in terms of knowledge and skills, critical thinking and problem solving, adaptability and flexibility, resilience and emotional intelligence, curriculum and instruction, infrastructure and resources, teacher support and development, and community engagement. A quantitative descriptive design was employed, involving elementary teachers from Cuyapo West District, Schools Division of Nueva Ecija, using total enumeration sampling. Data was gathered through a structured questionnaire and analyzed using weighted mean. Findings revealed that teachers demonstrate a high to very high level of preparedness across all domains, with particularly strong performance in adaptability, emotional intelligence, and curriculum alignment. However, lower ratings were observed in contextualized instruction, ICT integration, collaborative professional learning, and formal community partnerships. The study concludes that teachers are generally well-prepared for curriculum implementation, yet continuous professional development and strengthened institutional support systems are necessary to address identified gaps and enhance effective implementation of the Revised K to 10 Curriculum.
Keywords
Adaptability and Flexibility, Community Engagement, Critical Thinking and Problem Solving, Curriculum and Instruction, Knowledge and Skills, Infrastructure and Resources, Resilience and Emotional Intelligence, Teacher Support and Development
How to cite this paper
@article{1718254,
author = {Noriel V. Montano, May Rhea S. Lopez, EdD},
title = {Professional Development of Teachers’ Preparedness on the Revised K to 10 Curriculum},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {11},
pages = {3974-3984},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1718254.pdf},
abstract = {This study determined the level of teachers’ professional development and preparedness in implementing the Revised K to 10 Curriculum in terms of knowledge and skills, critical thinking and problem solving, adaptability and flexibility, resilience and emotional intelligence, curriculum and instruction, infrastructure and resources, teacher support and development, and community engagement. A quantitative descriptive design was employed, involving elementary teachers from Cuyapo West District, Schools Division of Nueva Ecija, using total enumeration sampling. Data was gathered through a structured questionnaire and analyzed using weighted mean. Findings revealed that teachers demonstrate a high to very high level of preparedness across all domains, with particularly strong performance in adaptability, emotional intelligence, and curriculum alignment. However, lower ratings were observed in contextualized instruction, ICT integration, collaborative professional learning, and formal community partnerships. The study concludes that teachers are generally well-prepared for curriculum implementation, yet continuous professional development and strengthened institutional support systems are necessary to address identified gaps and enhance effective implementation of the Revised K to 10 Curriculum.},
keywords = {Adaptability and Flexibility, Community Engagement, Critical Thinking and Problem Solving, Curriculum and Instruction, Knowledge and Skills, Infrastructure and Resources, Resilience and Emotional Intelligence, Teacher Support and Development},
month = {May},
doi = {https://doi.org/10.64388/IREV9I11-1718254}
}