ABSTRACT
This study determined the preparedness and practice of Grade 5 teachers on the implementation of the revised K to 12 curriculum in public elementary schools, as a basis for the preparation of a professional development plan. Conducted in the East District of one of the municipalities in the 3rd District of Albay, it employed the descriptive research method utilizing the survey technique. Eighty-six (86) Grade 5 teachers from public elementary schools served as respondents. Statistical tools used included Frequency Count, Percentage Technique, Weighted Mean, F-Test (ANOVA), and Spearman Rank-Order Coefficient of Correlation. The extent of preparedness along all five variables averaged 3.10 (Much Prepared). The level of practice along all variables averaged 3.14 (Much Practiced). No significant difference was found in the extent of preparedness (F = 1.65 < tabular F = 2.87) nor in the level of practice (F = 1.66 < tabular F = 2.87) among the variables. There was no significant relationship between the extent of preparedness and level of practice (rs = 0.850 < tabular rs = 1.000). A Professional Development Plan was prepared to strengthen teachers' preparedness and practice on the revised K to 12 curriculum.
Keywords: Preparedness, Practice, Grade 5 Teachers, Revised K to 12 Curriculum, Learning Delivery, Pedagogical Approach, Technology Integration, Learning Resources, Assessment of Learning, Professional Development Plan
INTRODUCTION
The education curriculum is dynamic and responsive to the needs of the community. Curriculum reform in education involves a dynamic and rigorous process designed to ensure that the developed curriculum is responsive to societal needs. Republic Act No. 10533 (Enhanced Basic Education Act of 2013) aims to craft a well-designed curriculum grounded on empirical research and aligned with the national vision of quality education for all basic education learners. The goal is to make education more learner-centered and sensitive to the needs, circumstances, diversity, and cognitive and cultural capacities of students.
DepEd Order No. 10, s. 2024 provides policy guidelines on the implementation of the revised K to 12 curriculum, ensuring educators are prepared and equipped to implement the updated curriculum effectively. The revised K to 12 Curriculum emphasizes the development and dissemination of Training Resource Packages—including session guides and assessment tools—to equip educators with the necessary knowledge and skills. Despite this, many public elementary schools continue to struggle with its practical implementation due to challenges such as limited teacher training, insufficient instructional materials, and the demands of integrating technology into instruction.
This study determined the preparedness and practice of Grade 5 teachers regarding the implementation of the revised K to 12 curriculum for the school year 2025–2026, aiming to provide significant insights into areas for improvement and to serve as a basis for the preparation of a professional development plan.
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