Peter John M. Melchor^1,, Jennifer O. Parcutilo¹

This study aimed to develop and validate a readiness scale designed to assess the preparedness of Filipino mathematics teachers to teach Generation Alpha students, employing a mixed-method exploratory sequential design. The qualitative phase utilized a descriptive phenomenological approach to explore Generation Alpha students' perceptions of effective mathematics instruction. This exploration revealed three key themes: Positive and Supportive Teacher-Student Relationship, Student-Centered Learning through Games and Innovative Integration of Modern Technology, and Supportive and Non-Competitive Blended Learning Environment. Students emphasized the importance of teachers being empathetic, approachable, and engaging while integrating advanced technologies and fostering a supportive, non-competitive classroom. A 46-item readiness scale was developed based on these qualitative findings. The scale underwent expert review, pre-testing, and validation through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA, conducted on 250 responses, confirmed sample adequacy (KMO = 0.900, Bartlett’s test: p < 0.05) and identified a two-factor structure explaining 52.0% of the variance. The scale was refined to 31 items, with Factor 1, "Compassionate Learning Environment" (22 items), and Factor 2, "Engaging and Advanced Technology-Driven Teaching" (9 items). CFA, conducted on an independent sample (N = 202), validated the structure, yielding strong fit indices (SRMR = 0.055, CFI = 0.976, RMSEA = 0.018, χ²(461) = 433, p = 0.173). The validated scale provides a reliable tool for assessing Filipino mathematics teachers’ readiness for Generation Alpha students, highlighting the need for compassionate, engaging, and advanced technology-driven teaching approaches.

Confirmatory factor analysis, exploratory factor analysis, Filipino mathematics teachers, Generation Alpha, readiness scale