Abstract
With careful planning, support, and ongoing professional development, teachers can effectively implement modular learning to meet the diverse needs of their students. Along this line, this study aimed to determine the degree of the teachers’ challenges in modular learning modality (MLM) of two secondary schools in Negros Oriental during the School Year 2021-2022. Data needed for this study was collected from 52 respondents using a self-made 30-item survey questionnaire that has passed the rigorous validity and reliability tests. The study’s findings revealed, among others, a significant difference in the challenges teachers encountered in implementing MLM in module preparation, parental involvement, and performance tasks. This study calls for ample budgetary allocation for material and school equipment in the reproductions of modules to all grade levels, related training, and upskilling to teachers who have potential writers of the module and alternative delivery mode (ADM) within the district. Keywords: Education, teachers’ challenges, modular learning modality
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