Science Teachers' Readiness and Systemic Challenges in the Pilot Implementation of the Strengthened Senior High School Curriculum

The study examined the science teachers’ readiness and systemic challenges in the pilot implementation of the strengthened senior high school curriculum in selected public schools in the Division of Rizal and Antipolo City. It uses an explanatory sequential mixed-method research design where the quantitative and qualitative data were gathered simultaneously, analyzed separately, and combined at a stage of interpretation. There are 30 science teachers participating in the quantitative component. It measured their readiness in pedagogy, curriculum knowledge, assessment practices, and systemic challenges in related instructional resources, laboratory facilities and equipment, and professional development. Qualitative data were gathered through guided interviews and analyzed using a thematic analysis. The results showed that there is a high readiness of teachers in terms of pedagogy (M-3.62), curriculum knowledge (M-3.60, and assessment practices (M-3.62). However, the challenges regarding instructional materials were experienced to a very great Extent (M-3.26), whereas challenges concerning laboratory facilities (M-2.96) and professional development (M-3.11). No significant relationship was identified between teachers’ readiness and systemic challenges. There are 7 themes that emerged from the qualitative results: transition in curriculum navigation, resource shortages, Management of time and tasks, new curriculum expectations, learner-centered and context-based instruction, stronger professional support, reflective practice, and professional resilience. The combined results show that high readiness and significant systemic barriers can coexist. Consequently, the Sci-Teach READY Teacher Support Framework was formed to strengthen the capacity of science teachers and improve systemic conditions for the successful implementation of the curriculum.