Research Paper MWF Grade 12

St.
Vincent de Ferrer College of Camarin

SVFC Compound San Vicente Ferrer Rd., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 668-25-75; Email Address: st.vincentdeferrerecollegeofccc@yahoo.com
Website: stvfc.com
Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents the Problem and Its Background, Introduction,
Background of the Study, Statement of the Problem, Scope and Delimitations
and Significance of the Study.
Introduction
Corona virus disease (COVID-19) is an infectious disease that has spread
to several nations, including the Philippines. The SARS COV-2 Virus causes the
disease. The Novel Corona Virus 2019 (NCOV or COVID -19) has started to
spread in Wuhan, China (Li, Wei et al., 2020).
According to the study, the sickness can be treated or people can recover
using a variety of remedies with/without the need for particular treatment, but
each case is different. Reduce the impact of COVID 19 viruses and their spread.
The World Health Organization (WHO) and the Philippine government, in
collaboration with the Inter-agency Task Force on Emerging Infectious Diseases,
implement various quarantine measures, ranging from keeping only essential
businesses open to allowing businesses to operate at a certain capacity in each
barangay.
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The pandemic's limits, such as social isolation, affect or have an impact on
education at all levels, and education continues to progress and continue for
several months until now. Teachers and students are unable to interact
physically in school.
The Education Leaders should take immediate steps to develop and
implement strategies. The cooperation can assist education Leaders in giving
effective education, Flexibility with respect to funds and regulations would enable
supporting in innovative ways to educate students during the pandemic perhaps
with potential variable to long term effects.
The school system must secure teacher positions and compensation in
order to maintain a motivated workforce. Improving intrinsic motivation and
reducing burnout are also critical. Teachers will also require professional
development to support education.
The COVID-19 Pandemic has influenced many of these learning
opportunities, particularly in teachers and students, where much of the curriculum
is altered or demonstrated through virtual reality, according to (Palermo et al.
(2021).
The COVID-19 epidemic has posed significant economic, social, and
political concerns. The suddenness, uncertainty, and volatility of COVID-19 left
the education system in a rush to address the changing learning landscape.
During lockdowns and quarantines, 87 percent of the world's students were
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affected, and 1.52 billion learners were out of school and related educational
institutions (UNESCO Learning Portal 2020.)
Dealing with COVID-19's implications necessitates a diversity of
viewpoints among stakeholders. The administration, which supports the teaching
and learning process, should be consulted. Faculty members or teachers who fill
diverse academic tasks, parents and guardians who share responsibility for
student learning continuity, and external partners who help students complete
their educational needs.
Schools, according to (Frankki et al. 2020), must be robust during
pandemics. The educational system's resiliency must prepare to establish plans
for moving forward and addressing teaching and learning continuity during and
after the pandemic.
According to (Chang-Ringhards et al. 2013), in the midst of a pandemic,
the teaching and learning process takes on a new structure. The crisis strikes,
school’s must remain resilient and discover innovative ways to continue teaching
and learning. One emerging reality as a result of the pandemic is the shift to
online learning modalities to lessen the risk of face-to-face involvement. Schools
are being driven to move away from face-to-face instruction and toward online
instructions.
According to (Gordon 2014) However this sudden shift has resulted in
problems especially for learners without access to technology, when online
learning modality is used as a result of the pandemic, the gap between those
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who have connectivity and those without widened. The continuing academic
engagement has been a challenge of teachers and students to access and
internet connectivity. Considering the limitation on connectivity, the concept of
flexible learning emerged as an option for online learning especially in the
educational institutions in the Philippines. Flexible Learning focuses on giving
students choice in the pace, place and mode of students’ learning which can be
promoted through appropriate pedagogical practice.
However, according to Gordon (2014), this abrupt transition has caused
challenges, particularly for learners without access to technology, because when
online learning is employed as a result of the epidemic, the divide between those
who have and those who do not has expanded. Teachers and students have
struggled with access and internet connectivity as a result of their continued
academic participation. Because of the lack of connectivity, the notion of flexible
learning has evolved as an option for online learning, particularly in Philippine
educational institutions. Flexible learning focuses on offering students control
over their learning pace, location, and medium, which can be facilitated by
suitable pedagogical practice.
Flexible learning and teaching encompass a variety of ways that can
address the varying needs of diverse learners, according to (Alexander2010).
"Independence in terms of time and location of learning matched to the
curriculum including content, learning styles, and evaluation"), as well as the use
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of modern information and communication technology to facilitate a variety of
learning strategies.
One crucial component in migrating to a flexible modality, according to
(Glatthorn 2000), is to assess how flexibility is integrated into the dimensions of
learning, with one main aspect being leveraging flexibility in the curriculum. The
recommended, assessed, and learned curricula are all included in the curriculum.
Curriculum programs, teaching and learning design, learning resources as
assessment, and teaching and learning environment are all included in this
curriculum.
Flexible distance learning corresponds teaching module-based learning,
project-based and television broadcast for learners with internet connectivity,
computer assisted instruction, synchronous online learning, asynchronous online
learning, collaborative E learning may be considered.
According to (Mark and Semaan 2008), technology provides innovative
and resilient solutions to counteract disruption in times of disaster and allows
individuals to communicate electronically without having to interact face to face.
As firms adopt new technologies for interacting and working, this results in
numerous system adjustments. However, technological obstacles such as
internet access, particularly in areas where there are no signals, can be the most
significant impediment to teaching and learning continuity, particularly for
academic institutions that have chosen online learning as a teaching modality.
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Alternative learning models should be supported by a well-designed
technical and logistical implementation strategy, according to (Edizon 2020).
According to (UNESCO 20200), problems in teaching and learning continuity
among the epidemic are goal.
Furthermore, according to (Hijazi et al. 2020), instructors' perspectives are
just as important as learners' because they are the ones who provide and sustain
the learning process. Teachers should be prepared to take on the role of
facilitators on remote platforms and successfully address existing difficulties
among learners, such as learner differentiation and learner centeredness.
Despite the devastating effects of the epidemic, (Barron 2021) this
worldwide disaster has also been an exceptional time for learning. We are
learning about the adaptability and resilience of educational systems,
policymakers, instructors, students, and families.
Background of the study
This Study is about the Evaluation of School Program for teachers during
the pandemic and the challenges that experienced by the teacher’s that has
been made an adjustment for teaching and learning design guided by the
institutions.
According to a survey conducted in the Philippines in 2001, 30% of
Filipino respondents said the present remote learning paradigm was 20 to 50%
successful. On the other side, 14% of respondents believe that this type of
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learning is 80 to 100% successful. In the Philippines, distance learning was used
as a preventative measure against the spread of the Corona Virus (COVID-19).
During the pandemic some of the teachers have distinct way of teaching,
because of the places of the learning environment. The teachers need to practice
and be flexible complying of learner activities and requirements due to the limit or
deadline and experiencing poor internet connection.
The effects of virtual teaching and learning include teachers being unable
to educate owing to a lack of funding, and learners acquiring low-quality
knowledge due to a lack of communication, attention span, and adequate
instructions.
This pandemic is an adaptive and transformative challenge for educators;
the school's role is to analyze and promote the proper execution of programs to
learn and build adaptive teaching methods to cope with the emerging education
in the midst of the epidemic.
The goal of this study is to show sympathy to teachers who are unable to
purchase teaching materials due to a lack of funds, and researchers are
interested in learning more about the quality of teaching during the pandemic, as
well as how school programs contribute to or influence teacher competencies
and effectiveness.
The COVID-19 epidemic, according to (Walker 2009), is having a
significant impact on our educational system. Schools are disappearing across
the country, learning is moving online, and teachers are scrambling to adapt their
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curricula and acquire new ways for teaching kids remotely. Teachers in schools
that remain open are dealing with increased stress from children and families. It
is critical to educate instructors with self-care practices that will improve their
general well-being and, in turn, benefit their children.
Many school districts across the country place a high priority on finding
and hiring teachers. However, schools should also consider teacher retention
and encourage teachers to develop techniques to keep them healthy and
enthusiastic in the classroom. At a time when teachers are dealing with the
effects of COVID-19 not just in their classrooms but in their daily lives, it's critical
that they have the resources they need to support their mental, emotional, and
physical well-beings.
Educators have confronted pandemic-driven distant schooling as well as
systemic disparities in education and society that have been highlighted by the
virus, according to (Vargas 2020). As schools were forced to transition to a
distant learning environment, massive inequities emerged, as children faced
poverty, hunger, mental health concerns, a lack of computers and internet
access, and the fear of falling behind. The epidemic forced educators to confront
these imbalances and redouble their efforts to satisfy kids' physical, social-
emotional, and intellectual need.
Throughout the COVID-19 pandemic, teachers, school counselors, and
school workers have stayed intently focused on assisting their children and
continuing to execute their duties on time, according to (McClintok 2020). In
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certain circumstances, this may entail educating, caring for others, and
continuing to confront the same obstacles as everyone else.
According to (Cobo 2021) the role of teachers is rapidly evolving
becoming in many ways more difficult rather than when learning took place in
person.
Due to the epidemic, two critical factors have transformed. First and
foremost, pedagogical adjustments have proven to be critical, as traditional in-
person lecturing techniques have not suited to a remote learning setting.
Teachers must adjust their approaches and be innovative to keep students
involved, regardless of the type of channel used (radio, television, mobile, online
platforms, etc.). Every family has more often than not become a classroom
without an environment that encourage conducive learning. The second aspect is
that the pandemic has changed how instructors spend their time between
teaching, student engagement, and administrative tasks.
According to the survey, 83 percent of teachers believe they are not
equipped to teach remotely, 67 percent are concerned, 38 percent are fatigued,
and less than 10% are happy or satisfied. This pandemic brought attention to the
need for additional flexibility and time for student-teacher relationships.
Almost 90% of countries responded to the survey conducted by UNESCO,
UNICEF and the World Bank (2020) supported Teachers by sharing guidelines
and this will allowed governments to have an open line communication with
teachers to better understand their concerns and adjust learning programs.
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Teachers found themselves balancing instructing and providing feedback
to pupils remotely while also filling out administrative reports as these guidelines
and recommendations were implemented. Early on, some governments realized
that their well-intentioned teacher support schemes were leading to burnout.
Beyond offering guidelines and resources, some governments have taken
advantage of pre-pandemic professional development programs. It also featured
the appropriate use of digital technology in the classroom; during the pandemic,
teachers participated in an in-service teacher training program that shifted from
on-site to online instruction.
In response to the pandemic, governments have merged high-tech and
low-tech ways to assist teachers in better supporting student learning. The
strategy extends beyond offering low-tech resources by providing information on
how to access learning programs and ensuring that students have access to
paper-based materials. Teachers must also give students with weekly paper-
based resources and meet with them weekly to distribute marked worksheets
and issue new ones for the coming week.
Statement of the Problem
This study investigated the school support program for teacher during the
pandemic: basis for enhancement plan. Specifically it sought to the following
questions.
1.) What is the demographic profile of the respondents in terms of
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1.1 Age;
1.2 Gender;
1.3 Civil Status;
1.4 Years in Teaching;
2.) How do the respondents assess the school support programs in terms of:
2.1 Professional Support Program;
2.2 Economic Support Program;
2.3 Emotional Support Program;
3.) What are the Problems Encountered to respondents relative to the School
Support Programs for Teachers during Pandemic?
4) Based on the findings of the study what enhancement plan may be proposed?
Scope and Delimitation of the Study
This study focused on the Evaluation of the School Programs and the
Enhancement plan during the pandemic. The main purpose of this study is to
know the quality of teaching during the pandemic and how the school programs
contribute or influence to the competencies and effectiveness of teachers
performance.
This was delimited only to the two (2) Public and (2) Private School
teachers and administrators during pandemic at the Our Lady Of Lourdes of
Novaliches and D'Blessed Mother of academy of Camarin and for Public School
Camarin D. Elementary School and Kalayaan Elementary School Unit I. The data
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collection was conducted to one hundred (100) Teachers and forty (40)
administrators with the total of 140 respondents.
Significance of the study
This study was undertaken to find out the school support program for the
teachers during pandemic, and to measure its effectiveness of Virtual teaching
for the teachers and students.
Benefiting the Study are the various sectors as follows:
Teachers. This research is extremely valuable to teachers' resilience in
the face of these changes, as well as the value of teacher-student connections.
Working with students was the only activity most significantly linked to positive
emotional experiences prior to the pandemic.
Administrators. The research assists them in organizing enrollment
procedures and various transactions in their individual areas, as well as limiting
the amount of additional planning and administrative obligations placed on
teachers in response to the epidemic.
Learners. This study may aid them in obtaining a high-quality education
and developing lifelong learning skills from qualified and competent teachers who
participate in a school-based learning program.
Researchers. This allows them to search for solid proof and comments
from respondents. It gradually increases their research abilities.
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Future Researchers. This study will be valuable to any researcher who
wishes to conduct a similar study to determine the standard underlying the
school support program for teachers during a pandemic.
Overall, this research will benefit in the evaluation of school support
programs for teachers, administrators, students, and researchers by providing
them with a consistent and synchronized method of making their work available.
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Chapter 2
REVIEW RELATED LITERATURE AND STUDIES
This chapter presents the Review Related Literature, Synthesis,
Theoretical Framework, Conceptual Framework and Definition of Terms.
Professional School Support Program
This study was designed with the goal of identifying teachers'
competencies and attitudes as they deal with the shifting educational modalities
and approaches brought on by the COVID-19 outbreak, according to (Dr. Ethel
2020).
According to (Burgess and Sievertsen 2020) many schools substitute
conventional evaluations in education with online evaluation instruments deemed
new to teachers and learners and test are more likely than average to develop
measurement errors.
Corona virus (COVID-19) has entirely devastated the global education
system, forcing an emergency immersion in unplanned and quick online teaching
–learning, according to (Paliwal et al. 2021). The ability of teachers to teach
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online would be heavily dependent on their abilities. This study uses the online
teaching readiness competencies model to assess educational institutions and
teachers' readiness to manage online educations.
According to (Capahay et al. 2020), many people regard technology as
the "Holy Grail" for addressing the educational system's limits caused by Corona
virus Disease 2019 (COVID19). The effectiveness of blended learning transition
and the (COVID-19) issue is dependent in part on teacher preparation.
According to (Kennedy et al. 2005), good professional development and
support for in-service teachers is viewed as critical to sustaining a highly
knowledgeable, skilled, and capable teaching profession, which can contribute to
improved student educational outcomes.
According to (Selwyn et al. 2019), school-based professional support
(SBPS) entails external expertise, such as university-based teacher educators or
EDB staff, assisting school teachers in their own schools through a variety of
activities, such as professional development workshops, co-planning meetings,
lesson observations, lesson demonstrations, curriculum and materials
development, and document review (UNESCO,2018). The widespread school
closures happened during a period marked by significant technology progress
and digitalization, not least in the educational setting. According to (Konig et Al.
2020) It is expected that this target group should be able to quickly adopt to the
online teaching challenges posed by the current situation. Having recently
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graduated from initial teacher education and having specific and innovative
opportunities to develop digital competence.
According to the National Educators' Academy of the Philippines (NEAP),
the Presidential Letter of Instruction No. 1487, titled "Institutionalizing a
Revitalized Program of Teacher In-Service Training in the Public Schools," was
released on December 10, 1985.
It directed the Ministry of Education, Culture, and Sports (MECS) and the
Office of Budget and Management to "design an organization that will
institutionalize and improve upon the existing Learning Action Cell approach, to
help ensure the continued training of public school teachers at the Elementary
and Secondary Levels, to see to upgrading of their competence in subject matter
being taught, the principles and methods of teaching, school, and administrative
management."
Economic School Support Program
According to the Department of Education (2021) (DepEd), the (DepEd) is
poised to provide the Php. 5,000 cash stipend for classroom instructors for the
school year 2021-2022 in order to continue supporting teachers' needs in
providing education in the face of the pandemic.
DepEd and the Department of Budget and Management (DBM) issued a
Joint Curricular (JC) to prescribe guidelines to implement DepEd office to
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Secretary Special Provision No. 11 in the Fiscal Year 2021 General
Appropriations Act (GAA) on cash Allowance.
Classroom teachers in the JC will get cash allowance to be used for the
purchase of tangible and intangible teaching supplies and materials, the conduct
of multiple modes of learning, internet and other communication charges, and the
cost of their annual medical examination. The Department is constantly fighting
for better financial assistance for our public school teachers, with the cooperation
of congress.
In the event of an emergency, the education secretary or designated
authorities may opt to pay an allowance to eligible public school teachers before
the formal start of the school year.
This curriculum will be taught in all public elementary, junior and senior
high schools, as well as community learning centers, by all permanent and
provisional public school teachers, as well as Alternative Learning Systems
(ALS) Mobile and District ALS coordinators (DALCS).
Teachers who begin work in the Department on the official first day of the
school year and continue until the end of the calendar year are entitled to full
cash allowance, whereas teachers who begin work after the end of the school
year are entitled to a pro rata allowance.
Public School teachers with no teaching load, absence without leave, who
are indefinite leave of absence, maternity leave, study leave, guilty of any offense
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in connection with their work, and those who no longer in service as of the official
start of the school year is not entitled to grant of the cash allowance.
According to the Department of Education (DepEd), which is committed to
providing essential services and assistance to its personnel in the event of a
pandemic, it began distributing Sim Cards with connectivity load to one million
teaching and non-teaching personnel in the Central and field offices on July 12,
2021.
Emotional School Support Program
According to Malipot (2021), the Department of Education (DepEd)
launched a mental health support program in response to the country's public
health crisis. DepEd has officially launched the "TAYO NAMAN!" campaign.
Tulong, Alaga, Yakap, at Oras sa mga Tagpagtaguyod ng Edukasyon" online
series to deliver proactive mental health and Psychosocial Support Services
(MHPSS) to its clients and stakeholders. "TAYO NAMAN!" says it everything.
The program is a continuation of the COVID-19 pandemic-related wellness check
series, which aims to "provide conversations on positive coping mechanisms to
manage stress and other difficulties to a person's mental health."
As it supports the well-being of DepEd staff, this initiative intends to
produce a "Resilient workforce" that can resist present and future crises and
provide personnel with measures to protect their mental health during the
COVID-19 Pandemic.
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According to the Department of Education (DepEd), mental and
psychosocial support services for learners, teachers, and other personnel will be
provided on July 8, primarily during the first week of classes for School Year (SY)
2020-2021 to ensure that learners and teachers are provided with mental and
psychosocial support services to help them cope with the impact of the COVID -
19 pandemic, and on November 8, 2021 the Department of Education (DepEd) &
Disaster.
Enhancement Plan
The COVID-19 Issue, according to (Schleicher, 2020), arrives at a time
when most educational systems are unprepared for the future of immersive
learning experiences.
According to the Department of Education (DepEd) D.O No. 44 s. 2015
Pursuant to the Republic Act No. 9115 known as Governance of Basic Education
Act of 2001, This Policy aims to strengthen School Based Management (SBM) by
further devolving the Governance of Education to Schools, Teachers, and
personnel expanding the community participation and involvement and making
the delivery education services to learners more responsive, efficient, and
effective through enhanced school planning and communication process.
The School Improvement Plan (SIP) is a road map that lays out specific
interventions that a school will implement over the course of several school years
with the cooperation of the community and other stakeholders. The adoption of
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(SIP) and (SRC) as performance targets under the relevant key result areas may
be incorporated in the result passed performance management system (RPMS).
It can be included in the school principal's individual performance commitment
and review form (OPCRF).
Synthesis of the Reviewed Studies
This research examines the various support programs available to all
teachers in both private and public schools. The National Educators' Academy of
the Philippines (NEAP) discussed the establishment of a revitalized program of
teacher in-service training in public schools in 1985, and they held a provide
essential services and assistance to its personnel amid the pandemic on July 12,
2021 for the financial support of all teachers. The Department of Education also
provided mental health and psycho-social support services for learners, teachers,
and other personnel on July 8, 2021. Furthermore, the Department of Education
(DepEd) sought the upgrading of school plans under Republic Act No. 9115, also
known as the Basic Education Act of 2001. The School Improvement Plan (SIP)
was created to assist schools in achieving their aim of providing quality education
to all students. This research looks at various programs and upgrading plans for
teacher competence and stakeholder responsibilities.
The COVID-19 issue arises at a time when most school systems are
unprepared for the future of immersive learning experiences (Schleicher, 2020),
and universities and colleges are substituting traditional evaluations in higher
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education with online evaluation instruments deemed new to teachers and
learners, and tests are more likely than average to develop measurement errors,
according to Burgess and Sievertsen in 2020, and tests are more likely than
average to develop measurement errors, as Dr. Ethel Chua Reyes explains in
her study. The international education system has been completely interrupted
by the Corona virus (COVID-19) outbreak, which has necessitated an emergency
immersion of unplanned and quick online teaching-learning. This study intends to
examine higher education institutions' (HEIs) instructors' readiness to manage
online education based on the online teaching readiness competencies model in
the year 2021, according to Manisha Paliwal and Archana Singh. On October 26,
2020, Cahapay, Jeorge, and Louie D. Anoba published a report titled
"Technology is seen by many as the "holy grail" that will overcome the limits
imposed on educational systems by the Corona virus Disease 2019 (COVID-19).
According to (Antoniou & Kyriakides, 2013) (Kennedy, 2005) providing
effective professional development and support to in-service teachers is seen as
essential to maintaining a highly knowledgeable, skilful and capable teaching
profession, which in turn, can lead to improvements in the educational results of
students and school-based professional support (SBPS) involves external
expertise, such as university-based teacher educators, or EDB staff, supporting
schoolteachers in their own schools, through different activities, including
professional development workshops, co-planning meetings, lesson
observations, lesson demonstrations, curriculum and materials development and
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reviewing documents (UNESCO, 2018). Advisory Teachers (ATs) were expected
to assist teachers in adopting digital instructional approaches, but they were
unable to do so due to scheduling conflicts (Education Bureau EDB, 2020). And
the widespread school closures happened amid a period marked by tremendous
technical innovation and digitalization, particularly in educational settings (see,
for example, Selwyn 2012). (McFarlane 2019) it is predicted that this target group
will be able to swiftly adjust to the current situation's online teaching obstacles.
According to Jäger-Biela, Kaspar, and König, having recently completed
beginning teacher education and having had particular and innovative
opportunities to improve digital competence in 2020 will be advantageous.
Theoretical Framework
This study was based on the work of Danielle Willingham the Theory of
Action was focused on oneself or one teacher that enables the teacher to
become great teacher, more effective, confident, successful, Self-managing, and
can be able to direct in the curriculum.
The Theory contains variables such are 1 (Education and Training) that
helps teacher mastered the pedagogical content knowledge of curriculum (2) The
(Experience) that shows the experience of teachers and undergo to self-
assessment and reflecting (3) (Personal Confidence) that gives teachers to have
a strong attribute and more knowledgeable and reliable (4) (Relationships)
Establishing a good relationship with other people (5) (Values) Accepting the
individual differences, point of views and standards (6) (Self Awareness)
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Assessing themselves to be more effective and efficient (7) (Mindset) having a
positive and wider perspectives (8) (Personal Goals) consisting teaching as
mission and noble profession and (9) (Beliefs about learning) it aligning the ideas
and knowledge with creativity.
It relates to our research on the evaluation of school support programs for
teachers during a pandemic: the foundation for an improvement plan, and how
school support programs contribute to or influence teacher skills and
performance.
On the other hand, this study was the first year of a two-year project that
used a mix of techniques, qualitative inquiry, and quasi-experimental design to
evaluate the impact of teachers' professional development interventions on
students' learning using a program theory-driven approach. The goal of this study
was to demonstrate the outcomes of applying a theory-driven approach to
program planning to design and evaluate a teacher professional development
program (TPDP). The learning community theory of Manabu Sato was used to
organize all aspects of a 54-hour workshop. Seven secondary school science
instructors from two schools were among the participants. The main findings
revealed that the program design was appropriate for the participants. More than
70% of participants were pleased with how the program was implemented. They
stated that TPDP benefited their education and enhanced their professional
abilities. The TPDP programs had a significant impact on participants' teaching
beliefs, knowledge, and skills.
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The Illustrations shows, the evaluation of school supports program
during pandemic: Basis for enhancement plan supported by the theories of
Danielle Willingham’s 2005
The Theory of action provides teachers to undergo to the process of
professional development and self-assessment to be efficient and effective
teacher.
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COMPETENCIES AND
EFFECTIVENESS OF
TEACHERS
PERSONAL RELATIONSHIPS
VALUES SELF AWARENESS
MINDSET PERSONAL GOALS
BELIEFS AND
LEARNING
Figure 1: Theoretical Paradigm of the Study
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Conceptual framework
The illustration shows the demographic profile of the respondents in terms
of age, gender, occupation and years of teaching included also the variables
such are Professional support program, Economic support program And
Emotional support program. The instrument that been used is the survey
questionnaire to gathered data and collect data information from respondents.
This will result for teachers to enhance their Professional development by
undergoing to some trainings and webinars and with the help of economic
support program this will help teachers to support their needs for teaching
materials and attending some emotional programs for the well being of teachers
which will contribute to the competencies and effectiveness of teacher
performance.
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A. Demographic
s Profile of
Respondents
1. Age
2. Gender
3. Civil Status
4. Years in
Teaching Survey Enhancement
Questionnaire
B. Assessment Plan for School
of School Support
Support Program for
Program for Teachers
teachers
1. Professional
Support
Program
2. Economic
Support
Program
Figure 2 Conceptual Paradigm of the study
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Definition of terms
For clearer understanding of the study, the following terms are:
Professional Support Program as used to the study, this refers to the
training for teachers to enhance their skills and for their professional
development.
Economic Support Program as used in the study, this refers to financial
supports for teachers for teaching materials.
Emotional Support Program as used in the study, this refers to the
program that which will give teacher an opportunity to self-reflecting and to have
emotional stability.
Psycho-social as used in the study, this refers to the social factors that
experienced by teachers and how it affects their relationships with other people.
Psychological as in used in the study, this refers to the mental health of
teacher can affect their profession and personal development.
Enhancement as in used in the study, this refers to develop the plan and
implement it considering the teachers and stakeholders
Revitalize as used in the study, this refers to make change and improve
the quality of education.
Institutionalizing as used in the study, this refers to establish or
implement the school program and enhancement plan.
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Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the Form and style of the study, It consist of the
method of the study, The respondents, description of the instrument, The data
gathering procedure and The Statistical treatment of the data method used.
Research Design
This study made use of a descriptive research Design. Descriptive
research will be employed to determine the Evaluation of School Program for
Teachers during the Pandemic in selected Teachers and Administrators in Both
Private and Public School as Basis for Enhancement Plan.
According to (Adi 2020) Descriptive research is a research method that
describes the characteristics of the population of phenomenon studied
Respondents of the study
The respondents of the study were the forty (40) Teachers in (2) Private
School at Our Lady Of Lourdes of Novaliches and D'Blessed Mother of Academy
of Camarin and for the (2) Public School sixty (60) at the Camarin D. Elementary
School and Kalayaan Elementary School included the forty (40) Administrators.
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Specifically, it will be conducted to 100 teachers and 40 administrators with the
total of 140 respondents.
Sampling Technique
Purposive sampling was employed for this study, since this fits to the need
of the researcher to purposively choose respondents which provide enough data
in the relation of evaluation to School Support Programs for Teachers during the
Pandemic Basis for Enhancement Plan.
Research Instrument
To facilitate the gathering of data, the researcher will utilize the researcher
made instrument to gather data from the respondents.
A researcher made survey questionnaire will be in a likert scale form. This
will be divided into 3 parts. Part I will dealt on the Profile of the respondents in
terms of age, gender, occupation, civil status, and years in teaching. Part II will
deal about the Evaluation of School Support Program of selected Teachers and
Administrators in Both Private and Public Schools in terms of Professional
Support Program, Economic Support Program and Emotional Support Program
and the Third Part Focuses mainly in the School Support Program of the
challenges met or encountered by the respondents relative to the Evaluation of
School Support Program which will be the basis to the Enhancement Plan of the
School Support Program For Teachers during the Pandemic.
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The said instrument will be validated by the experts. Suggestions and
comments will be considered to come up with the valid and reliable tool for this
Study.
The research Instrumentations to be used for this study will be structured
question using the four-point Likert Scale Format of Highly Observe, Observe,
Less Observe and Not Observe it contains a total of five (5) questions to be
distributed to the respondents.
Table 1: Rating of Numerical Weights and Corresponding Values of Measurement
Likert Scale Verbal Interpretation

4 (3.34-4.00 Highly Observe (HO)
3 (2.3_-3.33) Observe (O)
2 (1.67-2.33) Less Observe (LO)
1 (1.00-1.66) Not Observe (NO)
Data Gathering Procedure
This study will follow the procedure required of a research process. Before
undertaking the research, the researcher will ask permission from the selected
(2) Private School at the Our Lady Of Lourdes of Novaliches and D'Blessed
Mother of Academy of Camarin while in the (2) Public School at the Camarin D.
Elementary School and Kalayaan Elementary School to the School principals of
each schools for the conduct of the study after gathering the approval, copies of
the survey questionnaire in a checklist form will be distributed to the teachers
administrators to facilitate the gathering of data needed to this study. The
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research questionnaire will be collected for checking, tabulation and for data
analysis and interpretation.
Statistical Treatment Data
To derive at a more valid and reliable results, the researcher used the
following statistical tools to treat the data in the study.
1. Weighted mean this was used to evaluate the School Support Program for
Teachers during the Pandemic Basis for the Enhancement Plan of selected 2
Private and Public School Teachers and Administrators as well as on the
challenges met or encountered in relation to the school support program.
2. Frequency Count and Percentage these was uses to describe the given
variables presented in the study.
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presented the data gathered as well as the analysis and
interpretation based on the statistical findings used by the researcher of the study
for Evaluation of School Support Program for Teachers during Pandemic: Basis
for Enhancement Plan.
Demographic Profile of the Respondents
Table 1. Profile of the Respondents in terms of Age

A. Age Administrators Teachers Total
F % F % F %
20 – 25 0 0 2 2 2 1.43
26 – 30 6 15 19 19 25 17.86
31 – 35 7 17.5 12 12 19 13.57
36 – 40 11 27.5 34 34 45 32.14
41 and Above 16 40 33 33 49 35
Total 40 100% 100 100% 140 100%
Table 1 presents the distribution of the respondents based on their age.
Majority among the 100 Teachers majority (N=34 or 34% belonged to the 36-40
years age bracket, there were 33 or 33 belonged to the 41- and above years age
bracket.
Among the Forty (40) administrators, respondents (N=16 or 40) belonged
to the 41 and above age bracket. The age group 36-40 registered at 11 or
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27.5%. 7 or 17.5% belonged to the 31-35 age group and there’s no respondent
belong to the 20-25 age bracket.
As combined from the two groups of respondents in terms of their age,
there were 49 or 35% belonged to the 41 and above years old bracket, forty-five
or 32.14 % within the 36-40 years old bracket, Twenty-Five (25) or 17.86%
belonged to 26-30, Nineteen (19) or 13.57% belonged to 31-35 years old age
bracket, Two (2) or 1.43% belonged to 20-25 age bracket.
Table 2. Profile of Administrators and Teachers in terms of Gender

B. Gender Administrators Teachers Total
F % F % F %
Male 14 35 62 62 76 54
Female 26 65 38 38 64 46
Total 40 100% 100 100% 140 100%
Table 2 presents the demographic profile of the respondents according to
their gender.
Of the forty (40) administrators respondents, twenty six (26) or 65% were female,
fourteen (14) or 35% were male.
Of the one hundred (100) teacher’s respondents, sixty two (62) or 62%
were male, and thirty eight (38) or 38% were female.
As combined, there were seventy six (76) or 54% were male sixty four
(64) or 64% were female.
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Table 3. Profile of Administrators and Teachers in terms of Civil Status

C. Civil Status Administrators Teachers Total
F % F % F %
Single 4 10 28 28 32 22.86
Married 27 67.5 69 69 96 68.57
Widow 9 22.5 3 3 12 8.57
Total 40 100% 100 100% 140 100
Table 3 presents the demographic profile of the respondents according to
their civil status.
Of the one forty (40) administrations-respondents, majority of respondents
in administrators are twenty seven(27) or 67 % percent were
married ,therefore ,most of administrators are married already ;Nine(9) or 22.2%
percent were window ;four (4) or 10% percent were single .
Of the one hundred (100) teacher respondents, sixty nine (69) or 69%
percent were married; twenty –eight (28), or 40 percent were single; three (3) or
3% percent were widowed.
As combined ,ninety six(96)or 68.57% percent were married; meanwhile
the administrators and teachers are thirty two (32)or 22.86% percent were
single ;and twelve (12)or 8.57% percent were widow.
Table 4. Profile of Respondents in terms of Years of Teaching

D. Years of Teaching Administrators Teachers Total
F % F % F %
0–5 1 2.5 15 15 16 11.43
6 – 10 2 5 37 37 39 27.86
11 – 15 21 52.5 38 38 59 42.14
16 and above 16 40 10 10 26 18.57
Total 40 100% 100 100% 140 100%
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The vast majority of the 140 teachers and administrators who responded
agreed. In Teachers 15 or 15% belonged to the 0-5 years of teaching. 37 or 37%
belonged to 6-10 years of teaching. 38 or 38% belonged to 11-15 years of
teaching and 10 or 10% belonged to 16 in above years of teaching.
In Administrator 40 or 2.5% belonged to the 0-5 years of teaching. 2 or 5%
belonged to the 6-10 years of teaching. 21 or 52.5% belonged to the 11-15 years
of teaching. And 10 or 10% belonged to 16 in above years of teaching.
Among the two groups of respondents (100) Teachers and (40)
Administrator, the majority of years of teaching in Teacher 38 or 38% belonged to
11-15 years, and the majority of years of teaching in Administrator or 21 or
52.5% belonged to the years of 11-15.
Table 5. Respondents evaluate the school support programs in terms of

Professional Support Program
A. Professional Support Administrators Teachers Total
Program WM VI WM VI WM VI
1. Teachers conditions are deal 4 HO 3.68 HO 3.77 HO
by the school supervisor.
2. Regular Seminar on teaching 3.75 HO 3.71 HO 3.72 HO
strategies for new learning
styles.
3. Regular training for teachers 3.7 HO 3.76 HO 3.74 HO
for 21st century.
4. Have a firm grasp of the 3. 73 HO 3.63 HO 3.67 HO
subjects for the intellectual
demands of their discipline.
5. Undergoing training and 3.83 HO 3.73 HO 3.76 HO
seminars to enhance skills.
Overall WM 3.80 HO 3.70 HO 3.73 HO
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Legend:
4 3.26 - 4.00 - Highly Observe
3 2.51 - 3.25 - Observed
2 1.76 - 2.50 - Less Observe
1 1.00 - 1.75 – Observed
Table 5 shows the assessment of the two groups of respondents on the
Administrators and Teachers in selected schools of Bagong Silang Caloocan City
and Camarin Caloocan City in the Evaluation of school support program.
As seen on the table, one (A) item was assessed highly observed and
garnered the highest computed mean of 3.80 and 3.70 consecutively by the two
groups of respondents relative to Professional support.
On the assessment by the teacher respondents, item 4 garnered the
lowest computed mean of 3.63, verbally interpreted as highly observed. From
this assessment by the first group of respondents, the average mean computed
of 3.80 or interpreted as highly observed was achieved.
On the assessment by the Admin-respondents, item 3 garnered the lowest
computed mean of 3.7, verbally interpreted as observed. From this assessment,
the computed mean of 3.80 or interpreted as Highly Observed.
From the combined assessment, item 5 or Undergoing training and
seminars to enhance skills gained the highest mean collected 3.83: followed by
item 3 or regular training for teachers or 21 st century the computed mean of 3.76,
interpreted as Highly observed; while item 4 or have a firm grasp of the subjects
for the intellectual demands of their discipline the lowest mean computed of 3.64
verbally interpreted as highly observed. The overall mean computed of 3.73,
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interpreted as highly observed indicates that the two groups of respondent were
on the same assessment of accepting Admin-Teachers Partnership in the
evaluation of school support program for teachers during pandemic.
Table 6. Respondents evaluate the school support programs in terms of

Economic Support Program
B. Economic Support Program Administrators Teachers Total
WM VI WM VI WM VI
1. Financial support for teaching 3.62 HO 3.13 O 3.27 HO
materials.
2. Printed materials are 3.62 HO 3.09 O 3.24 O
shouldered by the office.
3. Allowance and salaries are 3.72 HO 3.5 HO 2.99 O
well provided.
4. Financial medical support is 3.72 HO 2.99 O 3.24 O
provided.
5. Financial is provided when 3.72 HO 3.02 O 3.09 O
affected by store, fire etc.
Overall WM 3.68 HO 3.14 O 3.16 O
Legend:
3 2.51 - 3.25 - Observed
2 1.76 - 2.50 - Less Observe
1 1.00 - 1.75 – Observed
Table 6 present the numbers of respondent according to their economic
support program (Financial Support).
Of the forty administrator respondents twenty nine (29) or 3.72 percent are
allowances and salaries are well provided, Financial medical support are
provided, and financial is provided when affected by storm, fire and etc, twenty
five (25) or 3.62 are financial support for teaching materials, and printed
materials are shouldered by the office.
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Of the one hundred teacher respondents fifty six (56) or 3.50 are allowances and
salaries are well provided, forty four (44) or 3.13 are financial support for
teaching materials, forty three (43) or 3.09 percent are printed materials
shouldered by the office, thirty seven (37) or 3.02 percent are financial is
provided when affected by the storm, fire and etc and thirty six (36) or 2.99
percent are financial medical support are provided
As combined sixty nine (69) or 3.27 percent are financial support for
teaching materials, sixty eight (68) or 3.24 percent are printed materials are
shouldered by the office, sixty (66) or 3.09 percent are financial is provided when
affected by the storm, fire etc, sixty five (65) or 3.24 percent are financial medical
support are provided, and sixty five (65) or 2.99 percent are allowances and
salaries are well provided.
As seen on the table the majority among the respondents is 69 or 3.27 which
indicates the financial support for teaching.
Table 7. Respondents evaluate the school support programs for teachers in

terms of Emotional Support Program
C. Emotional Support Program Administrators Teachers Total
WM VI WM VI WM VI
1. Recreational activities 3.87 HO 3.17 O 3.37 HO
provided for teachers.
2. Time of retreat and recollect. 3.7 HO 3.03 O 3.22 O
3. All teachers are needed 3.67 HO 3.14 O 3.26 HO
some recognition or retreat for
them to refresh their mind at
least once a month.
4. Teachers attend 3.85 HO 3.35 HO 3.49 HO
psychological treatment
seminars or webinars.
5. Teachers attend the 3.9 HO 3.39 HO 3.54 HO
gathering at the conclusion of
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the school year where they

discuss their teaching
experiences and challenges.
Overall WM 3.79 HO 3.21 O 3.37 HO
Legend:
3 2.51 - 3.25 - Observed
2 1.76 - 2.50 - Less Observe
1 1.00 - 1.75 – Observed
Table 7 shows the Assessment of the Two Groups of Respondents on the
Administrators and Teachers in the Selected Schools of Bagong Silang Caloocan
and Camarin Caloocan City in the Evaluation of school support program for
teachers during pandemic.
As seen on the Table three(C) item was assessed Highly Observed and
gathered the highest computed mean of Teachers 3.39 and Admin 3.90 by the
two groups of respondents relative to Professional support.
On the assessment by the Teacher respondents, item 2 garnered the
Observed computed mean from this assessment by the first group of
respondents, the average mean computed of 3.03 or interpreted as Agree was
achieved.
On the assessment by the Admin-respondents, item 3 garnered the lowest
computed mean of 3.67, verbally interpreted as Agree from this assessment.
From the combined assessment, Item 5 or Teachers attend the gathering
at the conclusion of the school year where they discuss their teaching
experiences and challenges gained the highest mean collected of 3.39, followed
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by item 5 or regular training for teachers or 21 st century the computed mean of
3.90, interpreted as Agree; while item 2 or Time to retreat and recollect 3.03
verbally interpreted as Agree. The overall Mean computed of 3.37, interpreted as
Agree indicates that the two groups of respondents were on the same
assessment of accepting Admin-Teacher Partnership in the Evaluation of School
Support Program for Teachers during Pandemic.
Table 8. Problems Encountered to respondents relative to the

School Support Programs for Teachers during Pandemic
Problems Encountered Administrators Teachers Total
WM VI WM VI WM VI
1. Teachers flexible schedule. 3.75 VS 2.80 S 3.07 S
2. Following of rules and 3.60 VS 2.96 S 3.14 S
regulation of the school.
3. Limited school property for 3.48 VS 2.57 S 2.83 S
teachers use.
4. Did not have enough time for 3.53 VS 2.78 S 2.99 S
regular meetings.
5. Less numbers of seminars 3.65 VS 2.69 S 2.96 S
provided and attend.
6. Less number of training for 3.33 S 2.74 S 2.91 S
ICT.
7. Less number of staff to 3.75 VS 2.69 S 2.99 S
support teachers.
8. Less time to balance types of 3.65 VS 2.63 S 2.92 S
activities.
9. Not enough communication 3.55 VS 2.85 S 3.08 S
strategies of department head.
10. Staff behavior and attitude. 3.33 S 2.52 S 2.75 S
Overall WM 3.56 VS 2.75 S 2.96 S
Legend:
4- (3.34-4.00) Very Serious (VS)
3- (2.34-3.33) Serious (S)
2- (1.67-2.33) Moderately Serious (MS)
1-(1.00-1.66) Not Serious (NS)
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Table 8 presents the frequency and ranking of the Challenges
Encountered by the Two Groups of Respondents Relative to the Administration
and Teacher in the Evaluation of school support program for teachers during
pandemic.
On the assessment by the Administrators-respondents, item 1 garnered
the highest computed mean of 3.75, verbally interpreted as, while item 6 and 10
gained the lowest computed mean of 3.33, verbally interpreted as Serious. From
this assessment by the first group of respondents, the average mean computed
of 3.56 or interpreted as Very Serious was observed.
On the assessment by the Teacher-respondents, item 2 garnered the
highest mean computed of 3.14, verbally interpreted as Serious while item 10
received the lowest computed mean of 2.52, verbally interpreted as Serious.
From this assessment, the computed average mean of 2.75 or interpreted as
Serious was observed.
From the combined assessment, item 2 or Some following of rules and
regulation of the school gained the highest mean collected of 3.14 interpreted as
Serious; followed by item 10 or some staff behaviour and attitude gained the
lowest mean collected of 2.75, verbally interpreted as Serious. The Overall Mean
computed of 2.96, interpreted as Serious indicates that the two groups of
respondents were on the same assessment that Challenges are Encountered by
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the Two Groups of Respondents Relative to the Administrators and Teachers in
the Evaluation of school support program for teachers during pandemic
Output:
ENHANCEMENT PLAN FOR SCHOOL SUPPORT PROGRAM
(SGD) Br. Armin A. Luistro FSC.
Introduction:
The Covid-19 Pandemic has brought extraordinary challenges and
experiences that affect the educational sectors and mode of learning of our
country. The Educational institution implements plans and procedures in terms of
educational context to sustain and provide quality education.
The New Normal should take consideration on planning and the
implementation of new normal educational policy, The Department of Education
continues to serve this mandate to improve access the quality education, to
every Filipino child that no one left behind and improve the school support
programs and governance.
The School Support Program for teachers and administrators benefits for
their professional growth and development and improve the financial support for
teachers and to enlightened and awakened the psychological being of teachers
and administrator and can contribute or influence to the academic performance
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of students and the competencies and effectiveness of teachers and
performance
This Enhancement plan for school support program is intended to support
teachers and administrators in a way that been discovered negative or not
achieve from every area in terms of Not enough communication strategies of
department head, Following rules and regulations, Less numbers of seminars
provided and attended and Less number of trainings for ICT would be given
importance so every school, every teachers and administrators would develop
and enhance the performance and their duties, and as well us contributes to the
competencies and effectiveness for both teachers and administrators
performance in the field.
AREA OF WHAT TO DO? PERSONS TIME EXPECTED

CONCERN BASED ON THE INVOLVED FRAME OUTCOME
FINDINGS
1) Not Enough Teachers and Teachers and Monthly Strengthen
Communication Administrators Administrators your ties
strategies of Should have a through the
Department healthy & subtle of good
Head proper communication
communication.
With this,
Teachers and
Administrators
must have a
proper
communication
and build a good
relationship
while working or
performing their
duties.
The Teacher
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should maintain
as good
communications
skills and
relationship not
just to the
learners but also
to their co-
workers and
person in higher
position.
2) Following The Teacher Teachers and Monthly To stay
Rules and and Administrators organized and
Regulation administrators maintain
should follow Discipline and
the rules and orderly
regulations. maintain the
quality of a
With this, school
Teachers and
administrators
should follow the
rules and
regulations that
been
implemented
The Teacher
should follow the
set of rules and
regulations they
should be a
good role model
and good
follower
3) Less Teachers and Teachers and Monthly Improve
numbers of administrators Administrators communication
seminars and should undergo skills
attended and attend professionals,
some trainings expertise or
or seminars for mastery across
their the field or
Professional workforce,
Development. socializing with
other by
With this, gaining good
Teachers and relationship
Administrators with Co-
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must be properly workers and

trained to boost
improve their confidence.
teaching, duties
and
responsibilities
on schools to
create an
effective learning
environment
improve and
inspire
themselves in
the modern
world.
4) Less number Teachers and Teachers and Monthly Add some
of trainings for should attend administrators seminars or
ICT to some trainings to
trainings improve
regarding ICT
With this,
teachers and
administrators
must undergo on
some trainings
regarding In ICT
and gain digital
literacy which
utilize in
improving
teaching
strategies and
duties in
implementation
on school
support
programs.
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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter encapsulated the salient features of the study which was to
Evaluation of School Support Program for Teachers during the Pandemic in
selected Schools in North Caloocan.
Summary of Findings
Based on the information gathered, the research arrived at the following
findings and summarized according to the statement of the problems populated
for the study.
1. Regards to their age, there were 2 or 1.43% belonged to the 20-25
years old bracket, while there were five 49 or 35% who were within the 41 and
above years old bracket. There were 64 or 46 percent female and only 76 or 46
percent were male. There were 32 or 22.86 percent single, 96 or 68.57 percent
were married, and 12 or 8.57 percent were married. There were 16 or 11.43
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percent in 0-5 years of teaching, and 26 or 18.57% in 16 and above years of
teaching.
2. Having a firm grasp of the subjects for the intellectual demands of their
discipline are the lowest computed mean of 3.67% while Teachers conditions are
deal by the school supervisor are the highest computed mean of 3.77%. The
Overall Mean showed 3.73%, indicates that the two groups of respondents in
Professional Support Program were on the same assessment of Evaluation of
School Support Program for Teachers during the Pandemic in selected Schools
in North Caloocan.
Allowance and salaries are well provided are the lowest computed mean of
2.99% while financial support for teaching materials supervisor are the highest
computed mean of 3.27%. The Overall Mean showed 3.16%, indicates that the
two groups of respondents in Economic Support Program were on the same
assessment of Evaluation of School Support Program for Teachers during the
Pandemic in selected Schools in North Caloocan.
Time of retreat and recollect are the lowest computed mean of 3.22% while
teachers attend the gathering at the conclusion of the school year where they
discuss their teaching experiences and challenges are the highest computed
mean of 3.54%. The Overall Mean showed 3.37%, indicates that the two groups
of respondents in Emotional Support Program were on the same assessment of
Evaluation of School Support Program for Teachers during the Pandemic in
selected Schools in North Caloocan.
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From the combined assessment, The Allowance and salaries are well
provided followed by Time of retreat and recollect received the lowest. The
Overall mean, indicates that the two groups of respondents were on the same
assessment of Evaluation of School Support Program for Teachers during the
Pandemic in selected Schools in North Caloocan.
From the combined assessment, Teachers conditions are deal by the
school supervisor followed by teachers attend the gathering at the conclusion of
the school year where they discuss their teaching experiences and challenges
are the highest mean. The Overall mean, indicates that the two groups of
respondents were on the same assessment of Evaluation of School Support
Program for Teachers during the Pandemic in selected Schools in North
Caloocan.
3. On Problems Encountered, following of rules and regulation of the
school gained the highest mean followed by staff behavior and attitude received
the lowest mean. The Overall Mean indicates that the two groups of respondents
were on the same assessment of Evaluation of School Support Program for
Teachers during the Pandemic in selected Schools in Caloocan.
Conclusion
Based from the findings of the study, the following conclusions are hereby
drawn:
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1. Majority of the respondents have the highly age of 41 and above years
old group with 59 percent. Married gained the highest mean with 68.57 percent
who have 11-15 years of teaching at 42.14 percent.
2. Teachers conditions are deal by the school supervisor; Financial
support for teaching materials; Teachers attend psychological treatment
seminars or webinars; provide adequate feedback from school what to improve
on teachers and administrator engagement and they accepted all the highly
support program.
3. Professional is the most effective practice among the variables in an
enhancement plan for teachers and administrator.
4. The difference in the assessment of the respondents need to be
addressed the soonest to actively involved in the enhancement of the school for
both teachers and administrator.
5. To effective involved teachers and administrator have the good
implement and practice all rules and regulations of the school.
Recommendations
In the light of findings and conclusion, these recommendations are hereby
presented and offered for consideration:
1. It is recommended that teachers need to undergo on some webinars or
seminars to enhance and develop their professional skills, flexibility, readiness
and resiliency to acquire new teaching strategies and adapt new teaching
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delivery method with a use of 21st century teaching skills, which contributes or
influence to the competencies and effectiveness of teachers performance to cope
up on the new emerging changes and challenges in the amidst pandemic.
2. Administrator should undergo to some webinars and seminars to
enhance the implementation of school support programs and develop a good
partnership to teachers for the improvement of schools.
3. The Educational Institution or Government should provide or a lot some
funds to support the teaching materials and equipments to be used in every
school and salaries or allowances of teachers and Administrators should properly
or well provided to sustain the needs of teachers and Administrators and give a
better and quality education for all students to improve each schools in more
conducive learning environment.
4. Educational Sectors or Institutions should need to add more and focus
on emotional activities or seminars and webinars for Teachers and
Administrators. They should join or participate in some recollections and retreat
to enlightened their mind and heart and share the changes and challenges they
experience in their field during pandemic to reflect and reduced the stress and
burn out, teachers and Administrators need to develop not only their professional
skills but also to fulfilled and have a healthy emotional being.
5. Schools should be fully equipped to access and provide the needs of
teachers for the effective teaching and Administrators in doing their duties.
Teachers and Administrators need to be resilient, flexible and resourceful for the
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sake of learners to provide them a quality education, teachers and Administrators
needs to build a good relationship and develop a good attitude or behaviour
towards each other to reduce misunderstanding and maintaining of being a role
model in performing their duties and profession.
6. The Enhancement Plan should properly plan, implement, structure and
well executed to support teachers and Administrators in all key aspects for the
enhancement of their performance and duties which contributes to the
competencies and effectiveness of both Teachers and Administrators
performance in the field.
BIBLIOGRAPHY
Li, Wei et al. (2020)- Corona Virus disease.
UNESCO (2020)- Learning Portal.
Frankki et al(2020)- addressing teaching and learning continuity during and after
pandemic.
Chang-Richards et al.(2013)- The midst pandemic the teaching ang learning
process takes new structure.
Gordon(2014)- Internet Connectivity.
Alexander(2010)- Learning Strategies.
Glatthorn(2000)- Leveraging Flexibility in the curriculum.
Mark and Semaan (2008)- Technology.
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Edizon(2020)- Technical and Logistical implementation.
UNESCO(2020)- Problem teaching.
Hijazi et al.(2020)- Instructors perspectives.
Walker(2009)- Significant impact on our educational system.
Vargas(2020)-Systematic disparities in educational and society.
McClintok(2020)- The duties of all teachers and society.
Cobo(2021)- The roles of teachers.
Dr. Ethel (2020)
https://www.deped.gov.ph/neap/
DepED (2021)
https://www.deped.gov.ph/2021/07/12/deped-starts-distribution-of-sim-cards-
with-connectivity-load-to-1m--teaching-non-teaching-personel/
MALIPOT
https://mb.com.ph/2020/07/09/deped-to-provide-mental-psychosocial-support-
service-to-learners-teachers-before-classes-start/?amp
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APPENDIX A
Letter to Conduct Study
June, 2022
DR. NIMFA RUBIO NARCISE

Principal
Camarin D. Elementary School
Dear DR. NARCISE:
Greetings!
The undersigned are presently conducting a study for their Research Course at St. Vincent De
Ferrer College of Camarin, Inc., City of Caloocan.
At this juncture, may we have the honor to request permission to administer our questionnaire,
titled: “EVALUATION OF SCHOOL SUPPORT PROGRAM FOR TEACHERS DURING THE
PANDEMIC: BASIS FOR ENHANCEMENT PLAN to Dr. Nimfa Rubio Narcise of Camarin D.
Elementary School as partial fulfillment of the requirements for our bachelor’s degree. Rest
assured that the data gathered will be treated with the utmost confidentiality.
Your consideration is highly appreciated. Thank you very much!
Very truly yours,
AVILA, MILCAH JOY

BARONDA, ALICE C.
BINO, MARICON M.
CANABERAL, KAREN
DERAMAS, MARY JOY D.
ROCAS, RUSSELL JERICHO S
Researchers
Noted by:
DR. SEVERINO M. JOCSON, JR.

Adviser
DR. PETER G. YOUNG JR.
Dean, College of Education-SVFC
54
Website: stvfc.com
June, 2022
MR. ERDIE LORENZANA

Principal
Kalayaan Elementary School Unit I
Dear MR. LORENZANA:
Greetings!
The undersigned are presently conducting a study for their Research Course at St. Vincent De
Ferrer College of Camarin, Inc., City of Caloocan.
At this juncture, may we have the honour to request permission to administer our questionnaire,
titled: “EVALUATION OF SCHOOL SUPPORT PROGRAM FOR TEACHERS DURING THE
PANDEMIC: BASIS FOR ENHANCEMENT PLAN to Mr. Erdie Lorenzana of Kalayaan
Elementary School Unit I as partial fulfillment of the requirements for our bachelor’s degree.
Rest assured that the data gathered will be treated with the utmost confidentiality.
Your consideration is highly appreciated. Thank you very much!
Very truly yours,
AVILA, MILCAH JOY

BARONDA, ALICE C.
BINO, MARICON M.
CANABERAL, KAREN
Researchers
Noted by:

Adviser
55
Website: stvfc.com
June, 2022
DR, ADELIA C. DEMETILIO

Principal
Our lady of Lourdes College of Novaliches
Dear DR. DEMETILIO:
Greetings!
The Undersigned Are Presently Conducting A Study For Their Research Course At St. Vincent
De Ferrer College Of Camarin, Inc., City Of Caloocan.
At This Juncture, May We Have The Honour To Request Permission To Administer Our
Questionnaire, Titled: “EVALUATION OF SCHOOL SUPPORT PROGRAM FOR TEACHERS
DURING THE PANDEMIC: BASIS FOR ENHANCEMENT PLAN To Dr. Adelia C. Demetilio
Our lady of Lourdes College of Novaliches as Partial Fulfillment Of The Requirements For Our
Bachelor’s Degree. Rest Assured That The Data Gathered Will Be Treated With The Utmost
Confidentiality.
Your Consideration Is Highly Appreciated. Thank You Very Much!
Very Truly Yours,
AVILA, MILCAH JOY

BARONDA, ALICE C.
BINO, MARICON M.
CANABERAL, KAREN
Researchers
Noted By:

Adviser
Dean, College Of Education-SVFC
56
Website: stvfc.com
June, 2022
MRS. SHIN L. DUMALAON

Principal
D'Blessed Mother Of Academy Of Camarin
Dear MRS. DUMALAON:
Greetings!
The Undersigned Are Presently Conducting A Study For Their Research Course At St. Vincent
De Ferrer College Of Camarin, Inc., City Of Caloocan.
At This Juncture, May We Have The Honour To Request Permission To Administer Our
Questionnaire, Titled: “EVALUATION OF SCHOOL SUPPORT PROGRAM FOR TEACHERS
DURING THE PANDEMIC: BASIS FOR ENHANCEMENT PLAN To Mrs. Shin L. Dumalaon Of
D'Blessed Mother Of Academy Of Camarin As Partial Fulfillment Of The Requirements For Our
Bachelor’s Degree. Rest Assured That The Data Gathered Will Be Treated With The Utmost
Confidentiality.
Your Consideration Is Highly Appreciated. Thank You Very Much!
Very Truly Yours,
AVILA, MILCAH JOY

BARONDA, ALICE C.
BINO, MARICON M.
CANABERAL, KAREN
Researchers
Noted By:

Adviser
Dean, College Of Education-SVFC
57
Website: stvfc.com
APPENDIX B
Letter to the Respondents
June, 2022
Dear Respondent:
Greetings!
The undersigned are presently conducting a study for their Research Course as partial
requirement for their bachelor’s degree at the St. Vincent De Ferrer College of Camarin, Inc.,
City of Caloocan.
At this juncture, you are humbly requested to answer all the items and questions relative to
“EVALUATION OF SCHOOL SUPPORT PROGRAM FOR TEACHERS DURING THE
PANDEMIC: BASIS FOR ENHANCEMENT PLAN”.
This is a partial requirement for my master’s degree. Rest assured that the data gathered will be
treated with the utmost confidentiality.
Your cooperation is highly appreciated.
Thank you!
Very truly yours,
AVILA, MILCAH JOY

BARONDA, ALICE C.
BINO, MARICON M.
BUQUE, ROWELYN C.
CANABERAL, KAREN
Researchers
Noted by:

Adviser
58
Website: stvfc.com
APPENDIX C
Survey Questionnaire
EVALUATION OF SCHOOL SUPPORT PROGRAM FOR TEACHERS DURING

PANDEMIC: BASIS FOR ENHANCEMENT PLAN
Name
(Optional):_____________________________________________________________
Part I. Profile of the Respondents

Direction: Please put a check (√) mark on the appropriate item.
Age
20 - 25 31 - 35 41 and Above
26 - 30 36 - 40
Gender
Male Female
Occupation
Teacher Administrator
Civil Status
Single Married Widow
Years in Teaching
0 – 5 yrs 6 -10 yrs 11-15 yrs 16 yrs &

Above
Part II. Evaluation of Respondents of the School Support Program for

Teachers during Pandemic: Basis for Enhancement plan
59
Website: stvfc.com
Direction: Please put a check (√) mark on the appropriate item using the;
Likert Scale
Value Verbal Interpretation
4 Highly Observed
3 Observed
2 Less Observed
1 Not Observed
A. Professional Support Program 4 3 2 1

1. Teachers conditions are deal by the school
supervisor.
2. Regular Seminar on teaching strategies for new
learning styles.
3. Regular training for teachers for 21st century.
4. Have a firm grasp of the subjects for the intellectual
demands of their discipline.
5. Undergoing training and seminars to enhance skills.
B. Economic Support Program 4 3 2 1
1. Financial support for teaching materials.

2. Printed materials are shouldered by the office.
3. Allowances and salaries are well provided.
4. Financial medical support are provided.
5. Financial is provided when affected by store, fire
etc.
C. Emotional Support Program 4 3 2 1

1. Recreational activities provided for teachers.
60
Website: stvfc.com
2. Time for Retreat and Recollect.
3. All teachers are needed some recognition or

retreat for them to refresh their mind at least once a
month.
4. Teachers attend psychological treatment
seminars or webinars.
5. Teachers attend the gathering at the conclusion of
the school year where they discuss their teaching
experiences and challenges.
III. Problems Encountered Relative to the Evaluation of school support

program for teachers during pandemic: Basis for the enhancement plan
Direction: Below are the problems related to Evaluation of school support

program for teachers during pandemic: Basis for the enhancement plan.
Kindly check (/) appropriate answers using the scale below.
4 – Very Serious (VS) 2 – Moderately Serious (MS)

3 – Serious (S) 1 – Not Serious (NS)
Problems Encountered 4 3 2 1
● Teachers flexibility schedule.
● Following of rules and regulation of the school.
● Limited school property for teachers use.
● Did not have enough time for regular meeting.
● Less number of seminars provided and attended.
● Less number of training for ICT.
● Less number of staff to support teachers.
● Less time to balance types of activities.
● Not enough communication strategies of
department head.
● Staff behavior and attitude.
Thank you very much!

AGUILAR, MAY C.
AVILA, MILCAH JOY
61
Website: stvfc.com
BARONDA, ALICE C.
BINO, MARICON M.
CANABERAL, KAREN
Researchers
62
Website: stvfc.com
APPENDIX B
Certificate of Validation
This is to certify that the research tools for thesis entitled “EVALUATION
OF SCHOOL SUPPORT PROGRAM FOR TEACHERS DURING PANDEMIC:
BASIS FOR ENHANCEMENT PLAN ”presented by by Aguilar, Aila Marie Y.,
Avila, Milcah, Baronda, Alice C., Bino, Maricon M., Buque, Rowelyn C.,
Canaberal, Karen, Deramas, Mary Joy D., Goloyugo, Rena Mae T. And Rocas,
Russell Jericho S of Bachelor of Elementary Education Third Year - 1, has been
validated and passed according to the standards set by the St. Vincent de Ferrer
College Of Camarin Inc.
Date: ________________
63
Website: stvfc.com
CURRICULUM VITAE
May C. AGUILAR
Email: amcybar@gmail.com
Address: Phase 9 Package 6 Block 2 Lot excess
Bagong Silang Caloocan City
Contact number: 09197494717
PERSONAL PROFILE
• Birth date: October 18, 1999
• Age: 22
• Weight: 44
• Height: 5'ft
• Gender: Female
• Nationality: Filipino
EDUCATION
Elementary: Kalayaan Elementary school Unit-1
Phase 10-B Bagong Silang Caloocan City
(2007-2013)
Junior High school: Escuela San Gabriel de Archangel of Caloocan
Ph10 Pkg 6 Blk 1 Lot 1-5 5 Bagong Silang Caloocan City
(2013-2017)
Senior High school: Colegio de San Gabriel Archangel of Caloocan
ABM (Accountancy and Business Management)
Ph10 Pkg 6 Blk 1 Lot 1-5 5 Bagong Silang Caloocan City
(2018-2019)
College: St. Vincent de Ferrer College
BEED ( Bachelor of Elementary Education Major in General Education)
SVFC Compound San Vicente Ferrer Rd. Area D. Brgy. 178, Camarin Caloocan City
(2019)
64
Website: stvfc.com
ALICE C. BARONDA
Email:barondaalice@gmail.com
Address: Blk147lot10 Duhat St.
Camarin Caloocan City
PERSONAL PROFILE
• Birth date: October 19, 2001
• Age: 20
• Weight: 58
• Height: 5'ft
• Gender: Female
EDUCATION
Elementary: Camarin D Elementary School
Camarin Area D Brgy.178 Zone 15,1400 Caloocan City
(2013-2017)
Junior High school: Cielito Zamora Junior High School Caloocan City
(2018-2019)
Alternative Learning System Accreditation And Equivalency Test
Batch 2018 Passer
(2018-2019)
Gawad Kalinga Multipurpose Hall Phase 7A Pakage 9 Brgy 176,Bagong Silang
Caloocan City
College: St. Vincent De Ferrer College of Camarin Inc.
SVFC Compound, San Vicente Ferrer Rd,, Area D. Brgy 178, Camarin, Caloocan City
BEED (Bachelor of Elementary Education Major in General Education)
(2019)
65
Website: stvfc.com
MARICON M. BINO
Email: binomaricon19@gmail.com
Address: 6178 everlasting St. Barangay 177
PERSONAL PROFILE
• Birth date: February 19,2001
• Age: 23
• Weight: 55
• Height: 5'3
• Gender: female
EDUCATION
Elementary: Ogob,Elementary school
Ogob ,Malinao Albay
(2006-2012)
Junior High school: Cielito Zamora Junior high school
Cielito Catalina st.sub. barangay 177 caloocan city
(2012-2016)
Senior High school: Cielito Zamora senior High school .
(2017-2018)
(2019)
66
Website: stvfc.com
BUENA, JANET C.
Email: Rowelynbuque24@gmail.com
Address: Phs 7b Blk 46 Lot excess Pkg 2 (2016-2018)
Bagong Silang Camarin Caloocan City
Contact number: 0951 124 6776
PERSONAL PROFILE
• Birth date: July 14, 1999
• Age: 22
• Weight: 60
• Height: 5'2
• Gender: Female
EDUCATION
Elementary: Pag- Asa Elementary school
Phs 7b Pkg 3 Bagong silang Caloocan city
(2007-2012)
Junior High school: Bagong Silang High School
Phs 3 bagong silang Caloocan City
(2012-2016)
Senior High school: St.clare college of Caloocan
GAS (General Academic Strand)
(2016-2018)
College: St. Vincent de Ferrer College of Camarin Inc.
(2019-present)
KAREN CAÑABERAL
67
Website: stvfc.com
Email: karencanaberal04@gmail.con
Address: 6176 Cattleya St. Brgy,177,
PERSONAL PROFILE
• Birth date: December 4,1999
• Age: 22
• Weight: 42 kg
• Height: 5'1
• Gender: Female
EDUCATION
Elementary: Cielito Zamora Memorial Elementary School
Cielito Mahogany St. Cristina Homes, Brgy. 177 Camarin Caloocan City
(2006-2013)
Junior High school: Cielito Zamora Junior high school
Cielito Catalina st.sub. barangay 177 Caloocan City
(2013-2017)
Senior High school: Cielito Zamora senior High
Cielito ,mahogany st, Cristina homes , Barangay 177 Camarin Caloocan City
School
(2017-2019)
(2019)
MARY JOY D. DERAMAS
68
Website: stvfc.com
Email: mjoyderamas@gmail.com
Address: 790 Laforteza Subdivision Camarin Caloocan City
PERSONAL PROFILE
• Birth date: June 2, 2001
• Age: 21
• Weight: 35kg
• Height: 4'11
• Gender: Female
EDUCATION
Elementary: Camarin Elementary School Main
Area A Camarin Caloocan City
(2007-2013)
Junior High school: Camarin High School
Cadena De Amor St. Camarin Caloocan City
(2014- 2017)
Senior High school: Cielito Zamora Senior High School
HUMSS (Humanities and Social Sciences)
Mahogany St. Cristina Homes.
(2018-2019)
College: St. Vincent De Ferrer College of Camarin Inc.
(2019- present)
REYNA MYER T. GAL
69
Website: stvfc.com
Email: renagoloyugo0819@gmail.com
Address: Phase 10A Package 1 Block 15 Lot 6
PERSONAL PROFILE
• Birth date: August 19, 2000
• Age: 21
• Weight: 52
• Height: 5'ft
• Gender: Female
EDUCATION
Elementary: Kalayaan Elementary school Unit-1
Phase 10-B Bagong Silang Caloocan City
(2007-2013)
Junior High school: Kalayaan Natinal High School
Phs 10B Caloocan City
(2013-2017)
Senior High school: SJDM Cornerstone College Inc.
(2018-2019)
College: St. Vincent de Ferrer College (2019)
(2019)
RUSSELL JERICHO S. ROCAS
70
Website: stvfc.com
Email: russeljericho@gmail.com
Address: Phase 8A Package 14 Block 2 Lot 15
PERSONAL PROFILE
• Birth date: April 2, 2001
• Age: 21
• Weight: 48
• Height: 5'5
• Gender: Male
EDUCATION
Elementary: Sto. Ñino Elementary school (2007-2013)
Phase 1 Bagong Silang Caloocan City
(2007-2013)
Junior High school: Benigno Aquino Jr High School
Phs 1 Bagong Silang Caloocan City
(2013-2017)
Senior High school: Mystical Rose School of Caloocan Inc.
(2018-2019)
(2019)
71

Research Paper MWF Grade 12

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St.

Vincent de Ferrer College of Camarin

THE PROBLEM AND ITS BACKGROUND

This chapter presents the Problem and Its Background, Introduction,

Background of the Study, Statement of the Problem, Scope and Delimitations

and Significance of the Study.

Corona virus disease (COVID-19) is an infectious disease that has spread

spread in Wuhan, China (Li, Wei et al., 2020).

The World Health Organization (WHO) and the Philippine government, in

collaboration with the Inter-agency Task Force on Emerging Infectious Diseases,

implement various quarantine measures, ranging from keeping only essential

businesses open to allowing businesses to operate at a certain capacity in each

The pandemic's limits, such as social isolation, affect or have an impact on

The Education Leaders should take immediate steps to develop and

implement strategies. The cooperation can assist education Leaders in giving

supporting in innovative ways to educate students during the pandemic perhaps

with potential variable to long term effects.

The school system must secure teacher positions and compensation in

order to maintain a motivated workforce. Improving intrinsic motivation and

development to support education.

The COVID-19 Pandemic has influenced many of these learning

opportunities, particularly in teachers and students, where much of the curriculum

is altered or demonstrated through virtual reality, according to (Palermo et al.

The COVID-19 epidemic has posed significant economic, social, and

political concerns. The suddenness, uncertainty, and volatility of COVID-19 left

the education system in a rush to address the changing learning landscape.

During lockdowns and quarantines, 87 percent of the world's students were

institutions (UNESCO Learning Portal 2020.)

Dealing with COVID-19's implications necessitates a diversity of

viewpoints among stakeholders. The administration, which supports the teaching

their educational needs.

Schools, according to (Frankki et al. 2020), must be robust during

pandemics. The educational system's resiliency must prepare to establish plans

after the pandemic.

According to (Chang-Ringhards et al. 2013), in the midst of a pandemic,

online learning modalities to lessen the risk of face-to-face involvement. Schools

According to (Gordon 2014) However this sudden shift has resulted in

problems especially for learners without access to technology, when online

engagement has been a challenge of teachers and students to access and

internet connectivity. Considering the limitation on connectivity, the concept of

flexible learning emerged as an option for online learning especially in the

educational institutions in the Philippines. Flexible Learning focuses on giving

promoted through appropriate pedagogical practice.

However, according to Gordon (2014), this abrupt transition has caused

challenges, particularly for learners without access to technology, because when

struggled with access and internet connectivity as a result of their continued

academic participation. Because of the lack of connectivity, the notion of flexible

learning has evolved as an option for online learning, particularly in Philippine

educational institutions. Flexible learning focuses on offering students control

suitable pedagogical practice.

Flexible learning and teaching encompass a variety of ways that can

address the varying needs of diverse learners, according to (Alexander2010).

"Independence in terms of time and location of learning matched to the

of modern information and communication technology to facilitate a variety of

One crucial component in migrating to a flexible modality, according to

(Glatthorn 2000), is to assess how flexibility is integrated into the dimensions of

Curriculum programs, teaching and learning design, learning resources as

Flexible distance learning corresponds teaching module-based learning,

project-based and television broadcast for learners with internet connectivity,

computer assisted instruction, synchronous online learning, asynchronous online

learning, collaborative E learning may be considered.

According to (Mark and Semaan 2008), technology provides innovative