SCHOOL LEADERS’ PERSPECTIVE, SUPPORT STRATEGIES AND TEACHERS’ READINESS IN THE IMPLEMENTATION OF THE REVISED K-12 CURRICULUM

Authors

Margie Digal, Grace G. Tizon, Rochelan Lumasag, Imelda O. Reyes, Cynthia S. Superable

Abstract

This study investigated school leaders’ perspectives, support strategies, and teachers’ readiness in implementing the revised K–12 curriculum in selected public schools within the Division of Oroquieta City, Northern Mindanao, Philippines. A descriptive correlational research design was employed, with 120 purposively sampled school principals and administrators participating. Data were collected using researcher-developed questionnaires and analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis. Findings revealed that school leaders demonstrated excellent perceptions across all constructs, support strategies were implemented at high levels, and teachers exhibited excellent readiness for curriculum implementation. However, no significant relationships were found between school leaders’ perspectives or support strategies and teachers’ readiness. The results suggest that while positive leadership perceptions and robust support mechanisms exist, these factors alone may not directly influence teacher preparedness, indicating the role of additional contextual and individual factors. The study recommends sustained professional development, structured mentorship, collaborative initiatives, and targeted coaching to strengthen teacher readiness and align leadership practices with effective curriculum implementation

Keywords

curriculum understanding, professional development, school leadership, support strategies, teacher readiness