Open High School Program Implementation of DepEd in the Division of Puerto Princesa City
DOI:
https://doi.org/10.5281/zenodo.19239034Keywords:
Open High School Program (OHSP), program implementation, stakeholder perceptions, alternative learning delivery, public secondary schoolsAbstract
This study determined the level of implementation of the Open High School Program (OHSP) and the challenges encountered in selected public secondary schools in the Division of Puerto Princesa City. A quantitative descriptive–correlational research design was employed. Data were analyzed using frequency counts, percentages, mean, arithmetic mean, and the Kruskal–Wallis H test to determine significant differences among respondent groups. The findings indicated that all respondent groups generally perceived the OHSP as effectively implemented. However, administrators rated the program components more favorably compared to teachers and students. This variation reflects the distinct roles of the respondents: administrators primarily focus on policy formulation, supervision, and program management, while teachers and students directly experience the operational and instructional realities of program implementation. The study further revealed that despite perceptual differences in implementation levels, all groups identified similar challenges. Learning resources and facilities were rated as highly challenging, followed by concerns related to the delivery system, and lastly, advocacy and promotion. Among the groups, teachers reported experiencing the greatest degree of difficulty, likely due to their frontline responsibilities in delivering instruction and addressing learner needs. The absence of statistically significant differences in perceived challenges suggests a shared recognition of systemic issues affecting the implementation of the Open High School program.
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