Implementation of the Basic Education Learning Continuity Plan in the Private Secondary Schools of Tabuk City

Abstract

This study evaluated the implementation of the Basic Education Learning Continuity Plan (BELCP) in private secondary schools in Tabuk City, Kalinga. Specifically, it determined the respondents' level of awareness of the key elements of the BELCP, the extent of its implementation, and the factors encountered in its implementation. The study used a quantitative descriptive research design. A structured survey questionnaire was administered to 134 teachers from six private secondary schools in Tabuk City. The data were analyzed using frequency, percentage, weighted mean, ranking, and one-way analysis of variance (ANOVA). Findings revealed that respondents were much aware of the key elements of the BELCP, with a total average weighted mean of 2.58. The BELCP was also much implemented among the participating private secondary schools, with a total average weighted mean of 2.44. However, implementation-related factors were also found to much effect the schools, with a total average weighted mean of 2.48. Significant differences were found in awareness and implementation when respondents were grouped according to sex and school affiliation, while educational attainment did not yield significant differences. For factors affecting implementation, significant differences were observed by school affiliation, but not by sex and educational attainment. The study concludes that the BELCP served as a benchmark for private secondary schools in designing institutional guidelines to sustain educational delivery during the COVID-19 pandemic. It recommends clearer institutional continuity plans, strengthened inclusive education strategies, improved distance-learning support, and continued capacity-building for school personnel.