Teachers’ Preparedness on Educational Innovation
DOI:
https://doi.org/10.5281/zenodo.15171748Keywords:
Educational innovation, Teachers’ preparednessAbstract
Teachers' preparedness for educational innovation is essential for effective teaching and successful implementation of new strategies. This study examined teachers' readiness for educational innovation as a basis for a professional development plan in a large school division in Central Philippines for the School Year 2024-2025. Using a validated 40-item questionnaire, data were gathered from 133 teacher-respondents and analyzed through descriptive and comparative statistical methods, including frequency count, percentage score, mean score, and the Mann-Whitney U test. Results revealed that respondents were generally older, held lower plantilla positions, and had lower educational attainment. Overall, teachers exhibited a high level of preparedness across reasons, importance, support, and barriers, with those having higher educational attainment and plantilla positions showing very high preparedness in specific areas. Tenured teachers demonstrated very high preparedness in support, while those with longer service years consistently showed high preparedness across all categories. Significant differences in preparedness were found based on plantilla position and educational attainment. These findings highlight the need for a comprehensive professional development program to enhance teachers' capacity for educational innovation, aligning with the Department of Education's mandate to equip learners for global competence.
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