Abstract

Teacher readiness is a crucial determinant of instructional competence and student learning outcomes. Novice teachers, in particular, face challenges in translating theoretical knowledge into effective classroom practices due to limited teaching experience, pedagogical skills, and institutional support. This study investigated the factors influencing the readiness of novice teachers in the Eastern Samar Division and examined the relationship between these factors and their teaching readiness. A descriptive-correlational research design was employed, involving novice teachers with five years or less of teaching experience. Data were collected using structured survey questionnaires assessing demographic factors, professional development factors, and collegial factors, as well as the teachers’ readiness across lesson planning, instructional strategies, classroom management, learner engagement, and assessment practices. Descriptive statistics and Pearson correlation analysis were used. Results revealed that professional development factors, collegial support, and demographic factors significantly influence novice teachers’ readiness. A positive relationship was found between these factors and teacher readiness. The study recommends the formulation of targeted professional development programs to enhance novice teachers’ preparedness, instructional competence, and overall effectiveness in delivering quality education.