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42
Advances in Social Sciences Research Journal – Vol.7, No.9
Publication Date: September 25, 2020
DOI:10.14738/assrj.79.8967.
Buenvinida, L. P., Rodriguez, M. T. M., Sapin, S. B., Alforja, N. S. & Panopio, F. P. (2020). Senior High School Teachers’ Readiness In
Implementing 21st Century Learning: An Input To School Improvement Plan. Advances in Social Sciences Research Journal, 7(9) 42-51.
Senior High School Teachers’ Readiness In Implementing 21st
Century Learning: An Input To School Improvement Plan
Lerma P. Buenvinida
College of Teacher Education
Maria Teresa M. Rodriguez
College of Teacher Education
Sherwin B. Sapin
College of Computer Studies
Nilda S. Alforja
College of Fisheries Laguna State Polytechnic University,
Los Banos, Laguna, Philippines
Francisco P. Panopio
Bitin Integrated National High School,
Bay, Laguna, Philippines
ABSTRACT
This study aimed to identify the level of teachers’ readiness in
implementing the 21st century learning; determine the relationship
between teachers’ demographic profile and level of understanding 21st
century learning; determine the difference between Bay and Los Baños
districts teachers’ readiness; and design a training program for
teachers. The respondents were the regular/permanent senior high
school teachers of the Department of Education in the said districts,
School Year 2019-2020. The teacher-respondents were from three and
six public senior high schools from Bay and Los Baños, Laguna,
respectively; adopted questionnaire and used simple random sampling
technique. Findings, reveal that the level of teachers’ readiness was high
but they still need professional development in order to: increase the
knowledge about 21st century learning; assessment of students, use
technology as a tool in teaching; and have advanced training on different
strategies in handling 21st century students. The teachers’ profiles such
as sex, age, teaching position, years in service and educational
attainment influenced the level of teachers’ understanding in
implementing the 21st century learning; while there is no difference on
teachers’ level of readiness between the Bay and Los Baños districts.
Hence, a comprehensive training program is recommended to enhance
teachers’ professional and technical skills.
Page 2 of 10
URL: http://dx.doi.org/10.14738/assrj.79.8967 43
Buenvinida, L. P., Rodriguez, M. T. M., Sapin, S. B., Alforja, N. S. & Panopio, F. P. (2020). Senior High School Teachers’ Readiness In Implementing 21st
Century Learning: An Input To School Improvement Plan. Advances in Social Sciences Research Journal, 7(9) 42-51.
Keywords: 21st century learning, teachers’ readiness, advanced training,
strategies, 21st century Learning
INTRODUCTION
At present, the nature of teaching is changing as current lecturers are required to provide their
students with 21st Century Skills (CS). This 21st century education entails more than merely
teaching through lecture and discussion. There are issues whether current lecturers are able to
grasp with the fast pace of technological advancement and to impart that skills to their students.
Furthermore, despite having excellent academic performance, employers from various industries
are concerned that fresh graduates lack the adaptability, multitasking, decision-making and
problem-solving skills in the workplace [1].
The Philippines’ Department of Education (DepEd) through the implementation of the Basic
Education Sector Reform Agenda (BESRA) is pursuing a package of policy reforms to further
improve education. One of its reforms is the K-12 Program which has opened the way to the
mandated 21st Century Skills. These include Learning and Innovation; Information, Media and
Technology; and Life and Career Skills. One of its progress indicators is the use of the National
Competency-Based Teacher Standards (NCBTS) for assessing teachers’ job performance through
the self-assessment tool named as Teachers Strengths and Needs Assessment (TSNA).
In an attempt to inculcate every learner with 21st CS, most teachers face great challenges because
there are many 21st CS to be instilled in limited teaching hours [2]. Furthermore, it was noted that
many teachers presently apply the conventional method.
Since a teacher in the 21st century era goes beyond work in the classroom, it is necessary to
understand the multiple contexts of teaching/player in education as well as the diverse roles of a
teacher. It also requires ongoing professional learning activities including further studies and
training, participation in professional development programs, and engagement in professional
school-based learning communities in the higher education institution.
Readiness is thought to be a critical forerunner to successful implementation of the educational
reform because the stakeholders are the ones acting on it. When readiness is high, stakeholders are
more invested in the change effort, expend greater effort in the change process, and exhibit greater
persistence in the face of obstacles or setbacks which contribute to a successful implementation of
the new program [3]. Readiness to any changes in the educational system has enduring, situation- specific, and conditional components. It is the extent to which a person or a group is conditioned to
accept, embrace, and adopt the reform [4].
The need [5] in educating learners to produce high quality generation with the capability to deal
with 21st century globalization has become a very important agenda nowadays. Curriculum
reformation encompasses all aspects of skills and competencies that can fulfill the needs of 21st
century education where K-12 curriculum was implemented in the Philippines since SY 2012-2013.
The 21st Century Skill [6] is a global framework and one of the essential core elements of the K-12
Basic Education Program of the Department of Education. It calls for the holistic development of
learners in the fast-changing 21st century world. The framework formulated by the Partnership for
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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 9, September-2020
21st CS includes Learning and Innovation Skills; Information, Media and Technology Skills; and Life
and Career Skills.
In a study on science teacher readiness [7], it was emphasized that in order to cultivate the 21st CS,
there should be active learning opportunities, practice and evidence of student learning. This also
includes modern and innovative ways of assessment in the 21st Century. it noted that to prepare
students for 21st century life, educators can build on educational goals that have been long a part
of a global heritage. Furthermore, Corpuz & Salandanan (2012) emphasized that in order to remain
relevant and interesting the teacher must possess 21st CS. Accordingly, the way teachers implement
teaching process affects the outcomes of 21st learning [8].
Moreover, teachers are supposed to have a great capability in planning and implementing teaching
and learning that fulfill the needs of immersing 21st century learning skills through effective,
interesting and interactive pedagogy practice. In addition, learning can be carried out in meaningful
ways through learning by implementing an approach where learners are stimulated to think and
build understanding meaningfully (Ariffin & Yunus, 2017).
The Los Baños College of Fisheries (LBCF), formerly a CHED supervised institution, started offering
its undergraduate programs since 1985. The prospect of offering more undergraduate programs
became extensive and positive when LBCF was converted to a state university, now known as
Laguna State Polytechnic University (LSPU). Since then, the university had attracted more students
for the baccalaureate degrees. LSPU became one of the top choice schools for the education of the
residents of Los Baños and nearby towns and cities.
Hence, this study was conducted to: identify the level of teachers’ readiness in implementing the
21st century learning; determine the relationship between teachers’ demographic profile and level
of understanding 21st century learning; determine the difference between Bay and Los Baños
districts teachers’ readiness in implementing the 21st century learning; and design a training
program for teachers
MATERIALS AND METHODS
This study employed the descriptive-correlational research design. Correlational statistics
described and measured the degree or association (or relationship) between two or more variables
or sets of scores [9]. The data consisted of the personal profile of the respondents. The respondents
of the study were the regular/permanent senior high school teachers of the Department of
Education in Bay and Los Baños districts for School Year 2019-2020.
The teacher-respondents were from three and six public senior high schools from Bay and Los
Baños, Laguna, respectively. Hence, this study make use of simple random sampling technique with
88% response rate. The collection of data was conducted before the lockdown of schools due to the
onset of COVID 19.
The survey questionnaire used in this study was adopted and modified [10]. It is accomplished by
the teacher-respondents, and it consisted of the following two main parts: Part I, focused on the
Personal Profile and Part II, focused on the teachers’ readiness in implementing 21st century
learning.
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URL: http://dx.doi.org/10.14738/assrj.79.8967 45
Buenvinida, L. P., Rodriguez, M. T. M., Sapin, S. B., Alforja, N. S. & Panopio, F. P. (2020). Senior High School Teachers’ Readiness In Implementing 21st
Century Learning: An Input To School Improvement Plan. Advances in Social Sciences Research Journal, 7(9) 42-51.
For statistical analysis, mean and standard deviation were used to describe the profile of the
teacher-respondents. Chi square test was used to determine the relationship of teachers’ profile to
the level of readiness in implementing the 21st century learning. Independent sample t test was used
to determine the significant difference between the readiness of teachers in Bay and Los Baños
districts.
RESULTS AND DISCUSSION
Table 1 shows the distribution of teacher respondents according to their age. Majority of the
respondents are within the age range of 36-40 years in Bay district (n = 9) and Los Baños district (n
= 14).
Table 1. Age distribution of respondents
Age (years)
District
(no. of respondents)
Total
(no. of
Bay Los Baños respondents)
21-25 3 3 6
26-30 8 9 17
31-35 8 9 17
36-40 9 14 23
41-45 3 12 15
46-50 0 5 5
51-55 2 2 4
56-above 0 1 1
Total 33 55 88
Table 2 shows that most of the respondents are females in Bay district (n = 20) and Los Baños
district (n = 35). This indicates that the teaching profession is dominated by the female
teachers/mentors.
Table 2. Sex distribution
As to civil status, Table 3 shows that the majority of teacher respondents in Los Baños district are
married (n = 47), while in Bay district most of them are still single (n = 21). Vijayalakshmi (2002)
reported that marital status did not have any significant influence on the teacher effectiveness.
Sex
District
(no. of respondents)
Total
(no. of
Bay Los Baños respondents)
Female 20 35 55
Male 13 20 33
Total 33 55 88
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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 9, September-2020
Table 3. Civil status distribution
Civil Status
District
(no. of respondents) Total
(no. of respondents) Bay Los Baños
Single 21 7 28
Married 12 47 59
Widower 0 1 1
Total 33 55 88
It is mentioned that the females are gradually taking over and dominating the teaching profession
at the secondary levels of education [10]. Teachers must have a complex set of skills, insight,
intelligence, knowledge, management, competence, dynamism, and diligence, to meet the
challenges of the classroom. While both men and women teachers apparently possess these traits,
they may meet the challenges in varied ways.
Table 4. Distribution of respondents as to teaching position
Table 4 shows that most of the respondents are occupying teacher 1 position in districts of Bay (n
= 14) and Los Baños ( n = 17)), followed by teacher 2 in Los Baños (n = 15) and teacher 3 in Bay (n
= 8). The highest position occupied by the respondents is Master teacher 2 in districts of Bay (n =
3) and 12 in Los Baños (n = 3).
Table 5. Distribution of respondents as to length of service
Years in Service
District
(no. of respondents)
Total
(no. of
Bay Los Baños respondents)
1-5 12 18 30
6-10 10 21 31
11-15 4 6 10
16-20 3 6 9
21-25 2 3 5
26-30 1 0 1
31-35 1 1 2
Total 33 55 88
In terms of length of service, 21 teachers served between 6-10 years in Los Baños district, and 12
teachers served between 1-5 years in Bay district.
Teaching Position
District
(no. of respondents) Total
(no. of respondents) Bay Los Baños
Teacher 1 14 17 31
Teacher 2 7 15 22
Teacher 3 8 10 18
Master Teacher 1 1 1 2
Master Teacher 2 3 12 15
Total 33 55 88
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URL: http://dx.doi.org/10.14738/assrj.79.8967 47
Buenvinida, L. P., Rodriguez, M. T. M., Sapin, S. B., Alforja, N. S. & Panopio, F. P. (2020). Senior High School Teachers’ Readiness In Implementing 21st
Century Learning: An Input To School Improvement Plan. Advances in Social Sciences Research Journal, 7(9) 42-51.
Table 6. Educational attainment distribution
Educational Attainment
District
(no. of respondents)
Total
(no. of
Bay Los Baños respondents)
Bachelor’s degree 13 17 30
Bachelor w/ MA/MAEd Units 10 18 28
MA/MS/MAEd Graduate 7 15 22
MA/MS/MAEd Graduate w/ EdD Units 2 5 7
EdD Graduate 1 0 1
Total 33 55 88
As shown in Table 6, Los Baños district had 18 teachers with BS degrees and master’s units, 15 with
master’s degrees and 5 with Ed.D. units. Bay district had 13 teachers with only BS degrees, and 30
with advanced degrees or graduate units.
As shown in Table 7, the statement (no. 19) “I need advanced training on different strategies in
handling 21st century students” obtained the highest mean of 4.61 (SD = 0.50) in Bay district
and 4.64 (SD = 0.49) in Los Baños district, that were both interpreted as very high. It is followed
by the statement (no. 6) “I engage students to work as a team to incorporate feed backs on group
tasks or outputs “ with a mean of 4.58 (SD 0.56) and 4.56 (SD 0.54) interpreted as very high in Bay
and Los Baños districts, respectively.
The means of statements (nos. 14, 17, 18) “I need professional development in assessing 21st
century students, Technology plays important part in 21st century learning, and I am confident in
using technology as a tool in 21st century learning” were also interpreted as very high also. The
overall means of 4.34 (SD = 0.54) and 4.43 (SD = 0.44) in Bay and Los Baños districts, respectively,
were interpreted as High.
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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 9, September-2020
Table 7. Teachers’ readiness in implementing 21st Century Learning
These findings conformed to a study which states that student’s learning achievement highly
depends on teacher’s readiness in establishing the necessary activity [11]. Teachers are very ready
to implement a teaching task when they have enough experience to prepare and create a supportive
environment for the students. In other words, they attain greater confidence to handle the
challenging behaviors inside the classroom. It was mentioned that upgrading the faculty skills is
the most important indicator in staffing guidelines in order to support the faculty with the new K- Indicative Statements
District
Overall
Bay Los Baños *Interp.
Mean SD Mean SD Mean SD
1. I have an excellent understanding of 21st century
learning 4.39 0.66 4.27 0.59 4.32 0.62 High
2. I involve my students in activities that promote
creativity 4.27 0.63 4.27 0.62 4.27 0.62 High
3. I involve my students in activities that promote
innovation 4.24 0.71 4.29 0.66 4.27 0.67 High
4. I involve my students in activities that promote
critical thinking 4.27 0.67 4.35 0.62 4.32 0.64 High
5. I involve my students in activities that promote
problem solving 4.24 0.61 4.44 0.54 4.36 0.57 High
6. I engage students to work as a team to incorporate
feedbacks on group tasks or outputs
4.58 0.56 4.55 0.54 4.56 0.54 Very
High
7. I help students to disseminate their ideas using media
other than that of written paper (poster, blogs, video) 4.33 0.54 4.33 0.58 4.33 0.56 High
8. I assist students in comparing information from
different sources before completing a task or
assignment
4.15 0.80 4.36 0.59 4.28 0.68 High
9. I involve my students in activities that promote
communication and collaboration 4.18 0.73 4.31 0.57 4.26 0.63 High
10. I am able to evaluate 21st century skills among the
students 4.21 0.60 4.25 0.58 4.24 0.59 High
11. The 21st century skills are important to determine
student’s success 4.24 0.66 4.33 0.61 4.30 0.63 High
12. The Department of Education has clarified th
features of 21st century learning 4.21 0.65 4.47 0.50 4.38 0.57 High
13. The curriculum promotes 21st century learning 4.39 0.61 4.45 0.50 4.43 0.54 High
14. I need professional development to increase my
knowledge about 21st century learning 4.39 0.66 4.49 0.50 4.45 0.57 High
15. I need professional development to build my
teaching competence for 21st century students 4.33 0.69 4.56 0.50 4.48 0.59 High
16. I need professional development in assessing 21st
century students 4.52 0.67 4.55 0.50 4.53 0.57 Very
High
17. Technology plays important part in 21st century
learning 4.42 0.61 4.60 0.49 4.53 0.55 Very
High
18. I am confident in using technology as a tool in 21st
century learning 4.45 0.67 4.58 0.50 4.53 0.57 Very
High
19. I need advanced training on different strategies in
handling 21st centurystudents 4.61 0.50 4.64 0.49 4.63 0.49 Very
High
Overall 4.34 0.54 4.43 0.44 4.39 0.48 High
Legend: *1.0 - 1.49: Very Low; 1.5 - 2.49: Low; 2.5 - 3.49: Moderate; 3.5 - 4.49: High; 4.5 - 5.0: Very High
Page 8 of 10
URL: http://dx.doi.org/10.14738/assrj.79.8967 49
Buenvinida, L. P., Rodriguez, M. T. M., Sapin, S. B., Alforja, N. S. & Panopio, F. P. (2020). Senior High School Teachers’ Readiness In Implementing 21st
Century Learning: An Input To School Improvement Plan. Advances in Social Sciences Research Journal, 7(9) 42-51.
12 curriculum [12]. Further , it also noted that improving the quality of teachers is vital to meet the
goal of K-12 in improving the nation’s student achievement [13].
Table 8. Test of difference between profile and readiness
Profile X2 df p-value
Sex 52.70* 23 < 0.01
Age 318.26* 161 < 0.01
Civil status 51.03 46 0.28
Teaching position 228.48* 92 < 0.01
Years in service 364.64* 138 < 0.01
Educational attainment 268.92* 92 < 0.01
*Significantly different at p < 0.01.
Table 8 shows a significant relationship on respondents' profiles such as sex, age, teaching position,
years in service and educational attainment. These profiles significantly influence the level of
teachers’ understanding to implement the 21st century learning.
There is an evidence on the significant relationship between age and readiness of teachers’ in
implementing 21st century learning [14]. This influences the pre-service teacher preparedness to
use Information Communication Technology (ICT) in the classroom. Younger respondents are
highly confident in their ability to teach using computers than older respondents. Hence, a key
factor in readiness for computer use and integration in teaching is teacher’s age. The level of self- efficacy is not equally distributed across ages.
It is indicated that teachers with more years of experience are more prepared [15]. The teacher
preparedness variables, therefore, support the advancement of teacher preparation programs,
professional development, and hiring practices. Likewise, highly educated teachers are indeed
more successful in terms of student outcomes [16].
The present study indicates that teachers are ready to implement 21st century learning but they
still need professional development to increase their knowledge about 21st century learning,
particularly to assess 21st century students and to use the technology as a tool in 21st century
learning. They also need advanced training on different strategies to improve the outcomes of 21st
century students.
Table 9. Test of difference on the implementation of 21st century learners
As shown in Table 9, there is no significant difference on the level of teachers’ readiness in the
implementation of 21st century learning between Bay and Los Baños districts.
Considering the mean values for both districts, teachers are ready to implement 21st century
learning but they still need professional development related to 21st skills, in order to deliver their
District Mean SD t-value df p-value
Bay 4.34 0.54 -0.807 86 0.422
Los Baños 4.43 0.44
*Significantly different at p < 0.05.
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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 9, September-2020
best teaching efforts. With higher understanding of 21st century learning, teachers are able to teach
effectively since this understanding influences how a teacher acts, make decisions and apply
teaching practice [17, 18].
CONCLUSIONS AND RECOMMENDATIONS
The level of teachers’ readiness in implementing 21st century learning in both Bay and Los Baños
districts was high but they still need professional development in order to: increase the knowledge
about 21st century learning, assess 21st century students, use the technology as a tool in teaching,
and have advanced training on different strategies in handling 21st century students.
The teachers’ profiles such as sex, age, teaching position, years in service and educational
attainment influenced the level of teachers’ understanding in implementing the 21st century
learning.
There was no difference on teachers’ level of implementing the 21st century learning between the
Bay and Los Baños districts.
Based from the findings and conclusions of the study, the following are the recommendations:
1. 1. Encouraged teachers to continue their post graduate studies.
2. The school heads need to provide teachers with opportunities to upgrade their skills to
handle specialized subjects in the senior high school.
3. The teachers need to develop modules that foster 21st century skills, particularly
communication, critical thinking, collaboration and creativity.
4. It is recommended that the training program be adopted for the 21st century learning.
References
[1] Ahmad, S. & Yoke, S. & Yunos, R. & Mohd Amin, J. (2019). Exploring Lecturers’ Readiness for 21st Century
Education in Malaysian Higher Learning Institutions. 1. 15-29. 10.33422/EJTE.2019.10.27.
[2] Yunos, M. (2015). Relations Student Attitudes and Perceptions Toward Learning English with 21st Century skills.
Journal of Malay Language Education. Vol.5, Num. 2 (Nov.2015): 22-30. ISSN: 2180-4842.
[3] Weiner, B. J. (2009). A Theory of Organizational Readiness for Change. Implement Science 4(1), 67.
[4] Cunningham, C. (2002). Readiness for Organizational Change: A Longitudinal Study of Workplace, Psychological
and Behavioral Correlates. Journal of Occupational and Psychology. 75 (4), 377-392.
[5] Rusdin, N. M. (2018). Teachers’ Readiness in Implementing 21st Century Learning. International Journal of
Academic Research in Business and Social Sciences, 8(4), 1293–1306.
[6] Pa-alisbo, M.A. C. (2017). The 21st Century Skills and Job Performance of Teachers. Journal of Education and
Practice. 8 (32), 7-12.
[7] Windschitl,M. (2009). Cultivating 21st Century Skills in Science Learners: How Systems Teacher Preparation and
Professional Development will have to evolve. National Academies of Science
[8] Fullan, M. and Langworthy (2013). Towards A New End: New Pedagogies for Deep Learning. Collaborative Impact,
Seattle, Washington, USA
[9] Creswell, J.W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative
Research. 4th edition, Boston, MA: Pearson
[10] Islahi, F. and Nasreen (2003). Who make Effective Teachers Men or Women? AnIndian Perspective. Universal
Journal of Educational Research. Vol 1(4)
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Buenvinida, L. P., Rodriguez, M. T. M., Sapin, S. B., Alforja, N. S. & Panopio, F. P. (2020). Senior High School Teachers’ Readiness In Implementing 21st
Century Learning: An Input To School Improvement Plan. Advances in Social Sciences Research Journal, 7(9) 42-51.
[11] Namunga, N.W. & R. N. Otunga (2012). Teacher Education as a Driver for Sustainable Development in Kenya.
International Journal Humanities & Social Science. Vol 2 (5)
[12] Acosta, I & A. Acosta (2016). Teachers’ Perceptions on Senior High School Readiness of Higher Education
Institutions in the Philippines. Universal Journal of Educational Research. Vol 4 (10)
[13] Calderon, M.T. (2014). A Critique of K-12 Philippine Education System. International Journal of Education and
Research. 2(10), 541-550.
[14] Gill, L. & B. Dalgarno (2008). Influence on Pre-service teachers’ preparedness to use ICTs in the classroom.
Ascilite, Melbourne
[15] Pope, A.M. (2013). Teacher Reported preparedness: A Study on One Midwest Metropolitan School District,
University of Missouri, Kansas City, USA. 61-80.
[16] Zhang, D. (2008). The Effect of Teacher Education Level, Teaching Experience and Teaching Behaviors on
Student Service Achievement. Utah State University, Logan, Utah, USA. http//digitalcommons.usu.edu/cgi (March
15, 2020).
[17] Carlgren. T. (2013). Communication, Critical Thinking, Problem Solving: A Suggested for All High School Students
in the 21st Century. Interchange, 44, 63-81.
[18] Amran, N., & Rosli, R. (2017). Teachers’ Understanding in 21st Century Skills. E-Proceedings International
Conference on Social Science & Humanities. Volume 1., Selangor International Islamic University College (KUIS).
Kajang, Selangor, MALAYSIA.
APPENDIX
Training Program
(Professional Development- School Improvement Plan)
Activities/ strategies Objectives
Date of
implemen
-tation
Person
responsi
ble
source
of
budget
Expected Output
Webinar Series: Flexible
Learning: Synchronous,
Asynchronous, Offline,
Enhance teaching- learning processes
through different
June-July
15, 2020
Masters
Teachers
Teachers
School
fund
Teachers are equipped to
deliver learning through
different platforms
Seminar-workshop: Practical
Guide in using ICT in designing
Instructional Materials
Enhance teachers’
technical skills/
competencies
July 16-
July 31,
2020
Masters
Teachers
Teachers
School
fund
100% of the teachers
prepared modules, learning
materials using ICT
Training on Flexible
Learning/Intensive Google
classrooms
Encourage teachers to
embrace change in their
teaching strategies
August 1-
15, 2020
Master
Teachers
Teachers
School
fund
Teachers are trained on
different modalities
Training on Flexibility in
Assessment: Context &
Principles, Planning
Improve the
assessment of learners
August 16-
30, 2020
School
Head
Master
Teachers
School
fund
Assessment of learners
performance is ensured
from different platforms
Continuous Faculty
Development program
Encourage teachers to
pursue t heir post
graduate studies
August
2020-2023
(MA/MS),
Masters
Teachers
Teachers
School
fund
Teachers obtained their post
graduate degrees; not only
taking up some units
Conduct of relevant research
and extension program
Involve teachers in
research and extension
programs that would
benefit the internal and
external stakeholders
September
2020-
August
2021
Masters
Teachers
Teachers
School
fund
30% of Teachers in school
have been encouraged to
conduct basic/ action
researches /extension
program
Maximize the use of technology
in teaching; webinar can be
used in training teachers on the
best practices (teaching
strategies ) amid this pandemic,
COVID 19
Learn from other
teachers their best
practices in teaching
amid this pandemic
October -
December
2020
School
Head
Master
Teachers
Teachers
School
fund
Teachers’ technical,
communication,ICT,creativit
y, and critical skills will be
improved.