Abstract
This study examined the teaching effectiveness, students’ achievement, and schools’ readiness for the Science, Technology, Engineering, and Mathematics (STEM) program. Utilizing a quantitative research design, including survey questionnaires and both descriptive and inferential statistics, the findings indicated that the majority of STEM Program Teachers hold bachelor’s degrees. Their teaching effectiveness was rated as "extremely achieved" across various domains such as professional growth, personality, commitment to service, and teaching performance. Students' achievement, as reflected in their second-quarter grades across English, Mathematics, Research, Science, and Social Studies, was consistently rated as "Outstanding." While the educational attainment, professional growth, commitment to service, and teaching performance of the teachers did not significantly influence student achievement, their personality emerged as a significant factor. The observed "extremely achieved" teaching effectiveness and "outstanding" student achievement contribute positively to the readiness of schools to implement the STEM Program. To enhance this readiness further, it is recommended to upgrade teachers' educational attainment, professional growth, commitment to service, and teaching performance. Encouraging STEM teachers to pursue advanced studies such as master's and doctoral degrees, as well as engaging in professional short courses and specialized training, is suggested.
