The study aimed to determine the levels of readiness and efficacy for blended learning and its relationship. Specifically, it ought to answer the following questions: 1. What is the level of readiness of Mathematics teachers on blended teaching in the new normal in terms of foundations, planning, instructional methods and strategies, evaluation and assessment, and management? 2. What is the level of efficacy of Mathematics teachers on blended teaching in the new normal in terms of: student engagement; instructional strategies; and classroom management? 3. Is there a significant relationship between the readiness and efficacy of Mathematics teachers on blended teaching in the new normal? The results for readiness indicated a high degree of preparedness for blended learning, which can verbally be interpreted into "High Level of Readiness." The results showed a high level of efficacy for blended learning, which is interpreted verbally as "Extremely Efficient." Furthermore, the results have shown significant relationship between the readiness and efficacy of secondary Mathematics teachers on blended learning. Therefore, the hypothesis stating that there is no significant relationship between the readiness and efficacy of secondary Mathematics teachers for blended learning was rejected. Based on the findings and conclusions of the study, it is recommended that the results be used as evidence and guide in the implementation and conduct of evaluations, trainings and interventions between and among the stakeholders of education in ensuring the continuity of learning amidst the current situation.