This study was anchored on the point of view and theories of the following well-known authorities which are

closely relevant to the researchers study.

Cognitive Development Theory by Jean Piaget (1980). He was a French speaking Swiss theorist who posited that
children learn through hands-on experience. He suggested that the adult’s role in helping the child learn was to provide
appropriate materials for the child to interact and construct.

Motivation Theory by Abraham Maslow (1943) according to these, maslow subsequently extended the idea to
include his observations of humans innate curiosity. Maslow said on his theory that through the curiosity of human they
become motivated to do things on their own way. They are being motivated to finish and work harder. His theories are
parallel to other theories of human development psychology, some of which focus on describing the stages of growth in
humans.

Thorndike’s Law Of Readiness (1930) which Magsino (2009) stressed that learining considers the readiness of
the learner so that it could be more lasting and more effective. Sharma and Shama (2006) also emphasized that
readiness include all those preparatory adjustments which immediately precede the activity. Reminding the learner of
his past experiences; mental preparation is for the understanding of new things, diverting his attention towards the
subject to be learned, changing the environment to suit the learning are all included in the readiness. This law relates
with the topic for the teachers and the schools in the implementation of k-12 curriculum program. Likewise, this level of
readiness could account for the quality of learning that students gain and it could also be used as reference to predict
future outcomes.

Supportive to the law of readiness is the resource-based theory of Wright, et Al. (2006) which highlighted the
unique contribution of human, organizational and physical resources possessed by the organization. As the organization
acquires additional resources, unique synergies occur between its new and existing resources and because each
organization already possess a distinct combination of human, organization and physical resources, the particular type
of synergies that occur will differ from one organization to another.

The situation of the different schools in Quezon City may be the concrete manifestations of the foregoing
theory. Each of them may be having organizational structure and possessing more or less the same human and physical
resources which are some of the inputs of the study; but they may differ in utilization of these resources and acquiring
additional ones; such that the synergy between the existing resources and those that are added and the manner by
which they are utilized become the dominant of the readiness of the teachers and the schools in the implementation of
k to 12 curriculum program.

And as hosted pointed out (in Lumbera 2011), the success of an organization is determined by its
implementation of program and projects which should not be carried out for the sake of performing them, but have to
be cautiously and properly controlled, manipulated and directed for the results to become satisfactory or in conformity
with objectives.