International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2026 Volume 14 Issue 4
Available Online: 23 June 2026
Author/s:
Panahon, Marivel E.*
Divine Word College of San Jose, Philippines (marivel.panahon001@deped.gov.ph)
Martinez, Marlen M.
Divine Word College of San Jose, Philippines (marlen.martinez@deped.gov.ph)
Melchor, Kimverly C.
Divine Word College of San Jose, Philippines (kimverly.cutillas@deped.gov.ph)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study examined the relationship between digital competence and readiness among private school teachers in implementing the Revised K–12 curriculum during School Year 2025–2026. Using a descriptive–correlational research design, the study involved 87 teachers from different learning areas and grade levels. A validated researcher-made questionnaire was used to assess teachers’ digital competence in technology-based professional engagement; instructional resource development; digitally supported teaching and assessment practices; and their readiness in curriculum implementation knowledge, technology-assisted preparedness, innovation implementation confidence, and classroom technology adaptation. Descriptive statistics, such as the weighted mean, were used to determine the level of digital competence and readiness, while the Pearson product–moment correlation coefficient was employed to test the significant relationship between the variables. Findings revealed that the use of digital technologies has become a routine part of teachers’ instructional practice rather than a separate practice. The level of competency is important in light of the Revised K–12 Curriculum, where implementation now relies heavily on technology-supported pedagogy to meet the expectations of 21st-century learning. Moreover, the results indicate that instructors are sufficiently prepared to apply the Revised K–12 Curriculum, particularly in terms of knowledge, openness to innovation, and use of technology. Results further showed a significant positive relationship between teachers’ digital competence and readiness, indicating that higher digital competence is associated with greater preparedness for curriculum implementation. The study concluded that digital competence plays a vital role in strengthening teachers’ capacity to implement curriculum reforms and technology-enhanced instruction effectively. It is recommended that schools and educational authorities continue to provide professional development programs, ICT training, and technological support to further improve teachers’ digital competence and readiness to deliver quality education.
Keywords: digital competence, teacher readiness, Revised K–12 curriculum, technology-enhanced instruction, private school teachers, descriptive–correlational research, ICT integration, curriculum implementation
DOI: https://doi.org/10.5861/ijrsm.2026.26524
Cite this article:
Panahon, M. E., Martinez, M. M., Melchor, K. C., & Galay-Limos, J. A. (2026). Digital competence and readiness in implementing the revised K to 12 curriculum. International Journal of Research Studies in Management, 14(4), 47-56. https://doi.org/10.5861/ijrsm.2026.26524
* Corresponding Author