THE LEVEL OF IMPLEMENTATION OF LEARNING CONTINUITY PLAN AMONG PUBLIC SCHOOLS IN T’BOLI 1 DISTRICT: BASIS FOR A PROPOSED INTERVENTION PROGRAM
DOI:
https://doi.org/10.46827/ejes.v12i8.6161Keywords:
educational management, public schools learning continuity plan, intervention program, descriptive survey, PhilippinesAbstract
This study aimed to determine the level of implementation of the learning continuity plan among all public schools in Tboli 1 District during School Year 2022-2023. This research employed a cross-sectional research design. In selecting the study’s respondents, total enumeration was used, resulting in 5 school heads, 5 district supervisors, 5 guidance advocates, 5 school PTA presidents, and 5 School Governing Council (SGC) chairmen, and stratified random sampling was used in selecting teachers’ respondents, resulting in 109 teachers in T’boli 1 District. Based on the results of the study. The following conclusions were established based on the data gathered. The level of implementation of Learning Continuity Plan (LCP) was high in terms of multiple learning modalities-online distance learning, TV/RBI, capacity building, requiring health standards in schools and workplaces-increase physical and mental resilience, reduce transmission, reduce contact, reduce duration of infection, stakeholder’s engagement and partnership, governance and operations, advocacy and awareness, and monitoring, evaluation, and adjustments. On the other hand, the level of implementation of the Learning Continuity Plan (LCP) was moderately high in terms of curriculum and learning support, multiple learning modalities-modular distance learning, and blended learning. The implementation of a learning continuity plan among public schools was significant as it ensured uninterrupted access to quality education, supported students' well-being, promoted equity, and enhanced the resilience of the education system during times of disruption.
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