Mathematics teachers\u27 perceived preparedness in the senior high school modelling program

As part of the Philippine government\u27s move for a major educational reform in 2010, the then ten-year basic education program in the country has been modified to add two more years through the introduction of the SHS. Following a cross-sectional descriptive research design, the study examined the instances of curriculum support encounters, receptivity, and assessment practices of thirty-four Senior High School (SHS) Math teachers of twenty-one model schools in the Philippines as a means to determine their perceived level of preparedness as implementers. These model schools have executed the SHS program ahead of the national implementation in 2016 as part of the Department of Education\u27s research and development program. The research also identified the most common problems the teachers encountered prior to and during the implementation process. Assessment was done by adapting Parlett and Hamilton\u27s illuminative model for curriculum evaluation and the SERUP framework used by Sinnema (2009) to evaluate the New Zealand Curriculum. It has been found out that schools and their teachers have been given autonomy over curriculum design and implementation, leading to several instances of difficulties in the program. Nonetheless, Math teachers involved have maintained a high regard for program but have been found to be not as confident in their practice of the new curriculum