Structural Equation Model for Curriculum Fidelity

Curriculum fidelity ─ the degree to which teachers implement the intended curriculum ─ remains a persistent challenge in the context of ongoing educational reforms.

This study examined how organisational readiness, resource adequacy, and curriculum literacy influence curriculum fidelity among senior high school teachers in Region XI, Philippines. Guided by the PRECEDE–PROCEED model, a quantitative, non-experimental design using Structural Equation Modeling (SEM) was employed. Data were gathered from 400 teachers through standardised instruments on organisational readiness, resource adequacy, curriculum literacy, and curriculum fidelity. SEM results using AMOS revealed that curriculum literacy (β = 0.62, p < .001) and organisational readiness (β = 0.35, p < .001) significantly predicted curriculum fidelity, while resource adequacy exerted only an indirect effect through literacy.

The model demonstrated excellent fit (χ²/df = 1.25, CFI = 0.999, TLI = 0.998, RMSEA = 0.022), explaining 91 % of the variance in curriculum fidelity. These findings confirm that predisposing (literacy), enabling (resources), and reinforcing (readiness) factors collectively determine the degree of curriculum implementation fidelity. Strengthening teachers’ curriculum literacy and institutional readiness is therefore crucial to ensuring sustainable alignment with the revised K–10 curriculum and the objectives of SDG 4 on inclusive and equitable quality education.