Abstract
This study assessed the readiness of 105 elementary teachers in a designated public school to implement the Structure of the Observed Learning Outcome (SOLO) Taxonomy in their classroom instruction. It assessed readiness across knowledge and understanding, pedagogical skills, and professional development and support, identified challenges to implementation, and proposed an action plan to strengthen practice. A descriptive research design was employed, and data were gathered using adapted questionnaires from the National Educators Academy of the Philippines' Higher Order Thinking Skills Professional Learning Packages for Mathematics, Science, and English teachers. Results showed that teachers demonstrated moderate readiness across the three parameters: knowledge and understanding, pedagogical skills, and professional development and support. While teachers showed foundational knowledge, their ability to translate this into practical strategies was limited. The moderate level of support indicates a need for targeted training. School heads, however, displayed higher proficiency in pedagogical application, suggesting a resource for mentoring teachers. A significant relationship was found between teacher readiness, particularly knowledge and understanding, and the degree of challenges encountered. Based on these findings, it was concluded that among the three parameters considered for the level of teachers’ readiness, knowledge and understanding can directly affect the teachers’ challenges, highlighting their critical role in shaping their classroom practices and overall professional effectiveness. These recommendations formed the basis for a fully structured action plan that aimed to improve teacher readiness and significantly enhance student learning outcomes through effective integration of the taxonomy.
