Profiling Teachers’ Readiness and Competence for Flexible Learning

Abstract

The DepEd’s Basic Education Learning Continuity Plan (BE-LCP) School Year 2020-2021 mandates both public and private schools nationwide to implement Flexible Learning Options (FLOs). The implementation of FLOs in the DepEd provides a venue for teachers to develop their readiness and competence in the various alternative learning delivery modalities and in technology integration. However, not all teachers maximize FLOs in the conduct of their classes. In this mixed methods study, the researcher aimed to determine teachers’ readiness and competence in the conduct of flexible learning. Data were collected via online survey involving 65 randomly selected teachers from the Humanities and Social Sciences Department of the Schools Division of Cauayan City, Philippines. Results of the descriptive analysis showed that the teachers have implemented FLOs to a very great extent and their readiness for technology integration is at a very great extent. In addition, the participants’ level of readiness and competence in terms of instructional delivery, utilization of technological resources, and assessment and evaluation is very high. Age, gender, specialization, and number of seminars attended influence the teachers’ level of competence in the implementation of FLOs in terms of instructional delivery, utilization of technological resources, and assessment and evaluation. Moreover, the qualitative analysis of the problems and challenges encountered by the teachers and the students in conducting classes using FLOs generated the following themes: poor internet connectivity and limited access to technological resources. Further, the researcher formulated an action plan aimed at enhancing teachers’ level of readiness and competence for FLOs.