International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 2
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Assessing the Impact of Teacher Readiness on Enhanced K–12 Curriculum Outcomes: A Quantitative Study in Bukidnon

Author(s) Mr. Alan Norab Antivo, Ms. Jenelita Espinosa Antivo, Ms. Aick Cheleste Casquejo Limas
Country Philippines
Abstract This study examined the relationship between teacher readiness and student academic performance in a rural public school district in Bukidnon during School Year 2024–2025. A quantitative descriptive-correlational design was employed involving 120 elementary and junior high school teachers selected through stratified random sampling. Teacher readiness was measured across four domains: curriculum content and pedagogy, learning environment management, assessment and reporting, and professional growth and development. Student performance was measured using first-quarter Mean Percentage Scores in English obtained from official school records. Descriptive statistics and Pearson correlation analysis were used to analyze the data. Results revealed that teachers demonstrated a high level of readiness (M = 3.18), with learning environment management scoring the highest and assessment and reporting the lowest. Students achieved a satisfactory overall mean score of 78.5%, with a declining trend in higher grade levels. A strong positive relationship was found between teacher readiness and student academic performance (r = 0.647, p < 0.001), with assessment and reporting showing the strongest association. The findings indicate that teacher readiness significantly contributes to improved academic outcomes. Strengthening assessment literacy and sustained professional development programs are recommended to enhance instructional quality and learner achievement in rural educational settings.
Keywords teacher readiness, student achievement, assessment literacy, curriculum implementation, professional development, rural education
Field Sociology > Education
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-25
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.70345
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