This study attempted to determine the readiness of the Technical-vocational and Livelihood teachers in the implementation of the K to 12 Curriculum among selected secondary schools in Zamboanga City Division, school year 2017 – 2018. Specifically, it attempts to answer questions: (1) What is the profile of the TVL teachers in selected secondary schools in terms of gender, civil status, educational qualification, seminars/training attended, and national certification; (2) What is the level of readiness of the school in the K to 12 Curriculum implementation of the TVL Program in terms of contents, strategies, and evaluation; (3) Is there a significant difference on the level of readiness in the implementation of the TVL in the K to 12 Curriculum when respondents are categorized according to gender, civil status, educational qualification, seminars/training attended and national certification; It adopted the descriptive-quantitative method of research involving 62 TVL teachers. It used the survey-questionnaires in gathering data. Frequency, percentage, weighted mean, standard deviation, 2 – tailed t-test for independent samples and one-way analysis of variance were used in the analysis of data.
The findings indicated that, (1) there were more female TVL teachers than male teachers; more married teachers than single; most number of them were with MA units; attended the school level seminars, and were NC II or NC III holders; (2) The level of readiness of the school in the K to 12 Curriculum Implementation of the TVL Program was rated highly ready in content, strategies and evaluation; (3) There was no significant difference on the level of readiness in the implementation of the TVL Education in the K to 12 Curriculum when respondents are categorized according to gender, civil status, and seminars attended. There was no significant difference in the level of readiness in the implementation of the K to 12 curriculum in terms of strategies and evaluation except the content which revealed significant relationships when categorized by educational qualification.
It is concluded that the TVL teachers are generally female, married with master’s units, have attended school-based seminars and NC II or NC III holders. They are highly ready in the K to 12 Curriculum Implementation of the TVL Education Program in terms of content, strategies and evaluation; and the teachers who are Master’s degree holders with doctoral units are the most ready among the TVL teachers in the K to 12 Curriculum Implementation of the TVL Program in terms of content. On the other hand, they have similar levels in the K to 12 Curriculum Implementation of the TVL Program in terms of strategies and evaluation.
It is recommended that the TVL teachers may enroll in the graduate school as part of their Continuous Professional Development and improve their educational qualification; the school principals may send their TVL teachers to seminars in the regional and national levels as part of their Continuous Professional Development (CPD); the TVL teachers may strengthen their level of readiness in K to 12 Curriculum implementation in terms of contents, strategies and evaluation; TVL teachers must take higher NC level with four qualifications; and similar studies may be conducted to validate the findings of the present investigation.