Abstract
Teachers’ instructional readiness is a critical determinant of effective teaching and meaningful learning outcomes, particularly amid the evolving demands of basic education. This study assessed the instructional readiness of teachers in one school district of a large division in Central Philippines during SY 2021–2022. Using a descriptive research design, the researcher surveyed 86 primary school teachers selected through stratified random sampling from a total of 110. The survey instruments went through expert validation (rated 4.19, excellent) and reliability testing (Cronbach’s α = 0.978). Frequency counts, means, and the Mann–Whitney U test were the main analytical tools. Instructional readiness of primary teachers settled at a high level and Very High Level in key variables; reproduction of modules (HL = 4.39), content knowledge (VHL = 4.50), and assessment of learning (HL = 4.35.31). When teachers were grouped by age, older ones scored significantly higher across all three domains. Meanwhile, comparative analysis in all three domains, reproduction of modules, content knowledge, and assessment of learning, all showed a p-value less than 0.05, which bears a significant interpretation. This indicates that teachers demonstrated competence and efficiency as they aged, their positions elevated, and with several years of experience. These results point to the value of professional development programs that intentionally strengthen competence and instructional readiness as part of DepEd’s K to 12 reform agenda.
Keywords: Instructional readiness, assessment of learning, descriptive research, K to 12 education