The Readiness of Teachers in Teaching Filipino Literature in Secondary Schools

Abstract

Teacher readiness in teaching Filipino Literature (Panitikang Filipino) remains underexplored, particularly in provincial secondary schools where access to training and digital resources may be limited. This study aimed to assess the level of teachers’ readiness to teach Filipino Literature in selected secondary schools in Villanueva and Tagoloan, Misamis Oriental. A descriptive–correlational design was employed, with a validated survey administered to 31 Filipino teachers and analyzed using means, standard deviations, t-tests, and the Kruskal–Wallis H test. The results showed that most teachers were mid-career, female, and holders of bachelor’s degrees. They demonstrated a high level of readiness across content knowledge (M=4.54), instructional materials (M=4.40), teaching methods (M=4.55), and Filipino language proficiency (M=4.51). Minor gaps were identified in technology based assessment and interdisciplinary integration. No significant relationship was found between demographic factors and readiness, indicating that preparedness is consistent across groups. The study concludes that teachers are generally well-prepared to teach Filipino Literature, but enhancing digital literacy and interdisciplinary skills is essential to further strengthen instructional quality in the 21st-century classroom.