Teachers' Readiness in the Implementation of Enhanced K-10 Curriculum in Integrated and Private Junior High Schools

This study aimed to examine significant differences in teachers' readiness to implement the Enhanced K-10 Curriculum across Integrated and Private Junior High Schools in the Division of San Carlos City, Negros Occidental. Research measured readiness across six domains: curriculum relevance, impact on learning, pedagogical practices, professional development training, resource availability, and administrative support. A total enumeration survey was conducted among ninety-six (96) identified teachers from eight (8) Integrated and forty-three (43) from five (5) Private Junior High schools during SY 2025–2026. Using a validated Likert-type questionnaire, descriptive statistics were used to describe the variables' levels, and the Chi-Squared test for Homogeneity was used to determine their significant differences. Results showed a significant difference between Integrated and Private Junior High Schools, with p-values of 0.0007 for Administrative Support, 0.0035 for Professional Development Training, and 0.0001 for Resource Availability. This suggests a discrepancy and an insufficiency in the overall Administrative Support Allocation for Integrated Schools compared to Private Schools. Based on these findings, the study proposed an action plan to strengthen curriculum implementation, teacher readiness, and resource management in the Integrated and Private Schools to fully materialize the goals and objectives of the Enhanced K-10 Curriculum in the Division of San Carlos City.