Basic Education Learning Continuity Plan Implementation and School Head Responses in the Division of Masbate

Abstract

This qualitative-descriptive study examined the implementation of the Basic Education Learning Continuity Plan (BE-LCP) and the responses of school heads to disruption-related challenges in the Schools Division of Masbate, with the findings used to develop an enhancement plan supporting the transition to the Learning Service Continuity Plan (LSCP). Twenty public schools representing elementary, secondary, and integrated school types across the three congressional districts of Masbate were purposively selected. Data were gathered from four stakeholder groups—school heads, teachers, learners, and parents/community partners—through in-depth interviews, focus group discussions, structured reflection, and documentary analysis of school BE-LCP documents. Directed content analysis was guided by the BE-LCP policy framework and the five domains of the Philippine Professional Standards for School Heads (PPSSH), with inductive coding used for emerging themes. Data-source triangulation, reflexive journaling, expert validation, and pilot testing supported trustworthiness. Thirteen themes emerged across the research questions. All twenty schools were still using pandemic-era BE-LCPs undergoing revision in response to DepEd Order No. 022, s. 2024. Printed Modular Distance Learning remained the dominant continuity modality, while recurring challenges involved abrupt class suspensions, unavailable pre-positioned learning materials, poor connectivity, limited multimedia resources, weak home-based learning support, and incomplete learner outputs. School heads responded through proactive materials preparation, contextualized learning activity sheets, catch-up instruction, communication networks, and resource mobilization. Stakeholders consistently recognized resource management, communication, and trust-building as strengths, while instructional coaching, monitoring and evaluation, and learning-recovery leadership remained growth areas. A five-focus Enhancement Plan was developed covering crisis management and LSCP development, instructional continuity and materials preparedness, monitoring and feedback systems, stakeholder partnerships, and learning-recovery and assessment leadership.