Teachers' readiness, collaboration and competence in blended- teaching under new normal

The transition to blended learning under the new normal has challenged teachers regarding their readiness, collaborative practices, and instructional competence, yet the interrelationships among these dimensions remain underexplored in Philippine basic education. This study investigated the levels of and relationships between teachers' readiness, collaboration, and competence in blended teaching. A descriptive-correlational research design was employed with 264 randomly selected public elementary school teachers from the Roxas City Division. Data were collected using three validated researcher-developed questionnaires measuring readiness (technological requirements and instructional materials), collaboration (parent-teacher, learner-teacher, teacher-teacher, and principal-teacher), and competence (instructional, pedagogical, and personal). Pearson r correlation analysis was used to determine relationships among variables. Teachers reported very high levels of readiness (M=4.52, SD=0.40), collaboration (M=4.52, SD=0.31), and competence (M=4.51, SD=0.33). Significant positive correlations were found among all three variables: readiness and collaboration (r=0.657, p<0.001), readiness and competence (r=0.590, p<0.001), and collaboration and competence (r=0.836, p<0.001). Teacher readiness, collaboration, and competence are mutually dependent, with collaboration demonstrating the strongest relationship to competence. Enhancing collaborative practices among teachers, principals, and parents may be a strategic pathway to improving overall teaching effectiveness in blended learning environments