Authors : Rose-ann C. Bettang

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/ssnk63cm

Scribd : https://tinyurl.com/yy5rz347

DOI : https://doi.org/10.38124/ijisrt/26jun1304

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This review synthesizes literature on teachers’ readiness and adaptation to curriculum changes, with emphasis on Technology and Livelihood Education (TLE) instruction in secondary schools. The objective is to examine how teacher preparedness, professional development, instructional resources, and institutional support influence adaptation to reforms such as the K to 12 Program, MATATAG Curriculum, and the ILAW Framework. Literature was gathered from ERIC, ScienceDirect, Google Scholar, and Philippine E-Journals, covering studies published between 2010 and 2025. Findings consistently highlight that teacher readiness—defined by knowledge, skills, attitudes, and resources—is a critical determinant of successful curriculum implementation. Adaptation, meanwhile, involves adjustments in teaching strategies, assessment practices, and classroom management. Theories such as the Concerns-Based Adoption Model (Hall & Hord, 2011), Theory of Planned Behavior (Ajzen, 1991), and Rogers’ Diffusion of Innovations (2003) explain how teacher attitudes, perceived support, and institutional contexts shape readiness and adaptation. While international studies emphasize continuous professional development and administrative support, localized research in rural Philippine schools remains limited. This synthesis underscores the importance of strengthening teacher training, resource provision, and mentoring to ensure effective adaptation to curriculum reforms. Recommendations include targeted professional development, collaborative learning communities, and policy support to enhance teacher readiness and adaptation in TLE instruction.

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