Transformasi Ke Arah Profesionalisme: Kesediaan Guru Matematik dalam Menghadapi Cabaran Pendidikan.

The readiness of mathematics teachers for changes in the education system is important in determining the success of a reform. However, teachers tend to stick to traditional approaches and lack confidence in diversifying their teaching methods. Furthermore, the literature that focuses on the concept of mathematics teachers' readiness to face challenges is still limited. Therefore, this study applies a qualitative approach to explore and comprehensively understand the readiness of mathematics teachers to accept and implement changes in education. This study primarily collects data through in-depth interviews with four experts teachers selected through purposive sampling. An interview protocol was developed for the purpose of guiding the questions that will be asked of the study participants. The study data were analyzed thematically using ATLAS.ti24 software. The study's findings show that all four participants understand and are aware of the readiness of mathematics teachers. Nevertheless, the main issues and challenges of the identified pedagogical aspects relate to the reality of mastery of teaching skills. The majority of study participants believe that the readiness of mathematics teachers also influences pedagogy-related issues. In this context, knowledge and skills can enhance the readiness of mathematics teachers. The study's implications offer valuable insights to mathematics teachers, enabling them to enhance the quality of their teaching over time. For stakeholders, the planning and implementation of a curriculum can be reviewed so that it meet needs and achieve alignment with national education policies. [ABSTRACT FROM AUTHOR]