Teachers’ Preparedness in the Implementation of Alternative Delivery Modes During Class Suspension: Basis for Learning Service Continuity Program

Abstract

This study determined the level of teachers’ preparedness in the implementation of Alternative Delivery Modes (ADM) during class suspensions in the elementary schools of the Division of Iriga City as the basis for the formulation of a Learning Service Continuity Program. Specifically, the study focused on teachers’ preparedness in terms of knowledge of ADM policies and guidelines, skills in planning and delivery of lessons using ADM, attitudes toward the use of ADM during emergencies, utilization of ADM learning resources, and the challenges encountered during implementation. The study employed a descriptive–correlational research design utilizing a validated researcher-made questionnaire checklist supplemented by interviews and document analysis. The respondents of the study were elementary school teachers from public schools in the Division of Iriga City selected through purposive sampling and total enumeration. This study employed a descriptive-evaluative research design. The descriptive aspect was utilized to determine and describe the level of teachers’ preparedness in the implementation of Alternative Delivery Modes (ADM) during class suspensions involving questionnaire checklist as instrument used in gathering the data of the study.  It will be accessed by the respondents using Google Forms. The researcher made use of the descriptive survey method which drew out from the responses in the questionnaire via Google Form are generated, the data gathered will be organized, tabulated and interpreted in line with the objectives of the study. To analyze the data, the frequency distribution, percentage technique, weighted mean, over-all mean, rank will be employed to describe and analyze the profile of the respondents. The scale and descriptive values will be determined and adopted from the Likert-type scale. Findings revealed that teachers were generally Very Highly Prepared in the implementation of ADM, particularly in terms of knowledge of ADM policies and guidelines and skills in planning and delivery of lessons. Teachers also demonstrated positive attitudes toward the use of ADM during emergencies. In terms of learning resources, teachers were found to be Highly Prepared in the development and utilization of self-learning modules, use of online and offline learning platforms, and availability and accessibility of teaching materials. However, teachers encountered Very Serious Challenges during ADM implementation, particularly in learner access to materials, delayed submission of outputs, limited connectivity and devices, heavy workload, communication barriers, and stress brought about by emergency teaching conditions. The findings imply that while teachers possess adequate preparedness and adaptive instructional skills, continuous institutional support, capacity-building programs, and resource enhancement are necessary to sustain effective learning continuity during emergencies. Based on the results of the study, a Learning Service Continuity Program titled “Strengthening Teacher Preparedness and Resilient Alternative Delivery Modes for Sustainable Learning Continuity During Class Suspensions” was proposed to strengthen teacher preparedness, improve ADM implementation, and institutionalize sustainable learning continuity mechanisms in the Division of Iriga City.