Honey Grace F. Luna*, Renalyn S. Capundan, Ira L. Chua, and Shermane Joy B. Espina (Authors)

Abstract

This quantitative descriptive-correlational research design aimed to determine the level of competence and readiness of Grade 8 science teachers in the implementation of the Revised K-12 Curriculum in terms of their profile variables (age, gender, length of teaching experience, educational attainment, position, and relevant trainings attended) and describe the relationship that exists between variables and how these can serve as a basis for developing a relevant training design. Moreover, this study aimed to develop a relevant training design that could enhance the competence and readiness of science teachers. Text Box 2, TextboxThis study was conducted in the first quarter of Academic Year 2025-2026. The participants of the study were the Grade 8 science teachers in the integrated and public secondary schools in the first district of Capiz. The purposive sampling technique was employed in determining the respondents included in the study. To determine the levels and variability of teachers’ competence and readiness in implementing the revised K–12 Science Curriculum, descriptive statistics such as mean and standard deviation were used. However, for inferential analyses, t-test and ANOVA were used to identify significant differences across respondent profiles, while Pearson’s r was employed to assess the relationship between competence and readiness at a 0.05 alpha level. The study revealed that Grade 8 science teachers in the division demonstrate high competence and very high readiness in implementing the revised K-12 curriculum. However, there was no significant difference in the competence and readiness when teachers were grouped according to their profile variables. Furthermore, there was a very strong positive correlation between competence in teaching science and readiness of Grade 8 teachers to implement the K-12 revised curriculum. Thus, highlighting the importance of continuous, targeted professional development.

Keywords: teacher competence, readiness, revised K–12 Science curriculum

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0403449

Recommended citation:

Luna, H. G. F., Capundan, R. S., Chua, I. L., & Espina, S. J. B. (2025). Science teachers’ competence and readiness for the revised K–12 curriculum: Basis for training design development. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4832-4841. http://doi.org/10.69651/PIJHSS0403449

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