@book{513,
	author = {Sanchez, Arnie F.},
	title = {Readiness of senior high school science teachers in the implementation of k - 12 curriculum/},
	publisher = {Nueva Vizcaya State University,},
	year = {2018.},
	address = { Bayombong:},
	note = {This study determined the relationship between the level of readiness of the Senior High School (SHS) Science teachers in terms of competencies to core instruction and the different factor variables such as the demographic profiles and the work attitudes

This study was conducted among 23 Grade 12 Science teachers in the schools offering K-12 Curriculum under the STEM program. The respondents of the study were then rated by their respective Grades 11 and 12 students and head teachers. The data were acquired through a survey questionnaire consisting of three parts: socio-demographic profile, work attitude and level of readiness of the teachers. The researcher analyzed the data using descriptive-correlational methods. Descriptive methods were used to present the profile of the teachers, their work attitude and level of readiness On the other hand, the correlational methods explored the differences and relationships among the factor variables

Results showed that almost one third of the teachers are in their twenties and beginner in the profession, and have attended at least two seminar trainings related to K-12 Science Curriculum. They were observed to be future role models in their schools as they consistently demonstrate the work attitudes expected from professionals such as themselves. They most frequently demonstrated a great deal of self-management with utmost professionalism and good ethicsIn addition, the Grade 12 teachers were evidently ready in the competencies of the core instruction. They evidently showed a firm grip of the science content and science processes intertwined in the curriculum.

Significant differences were observed under the informative assessment and reflection indicators of readiness when they were grouped according to age. More mature teachers have the readiness to demonstrate effectively informative assessment and reflection to their students as compared to their younger counterparts.

Lastly, there was little association between the work attitude and level of readiness of the teachers. Thus exhibiting no significant relationship between the said variables.}
}