Master of Arts in Education Major in Educational Management

This study entitled “Readiness of Public Secondary School Teachers of Baler District in the Implementation of Distance Learning” aimed to determine the profile of public secondary school teachers of Baler District in terms of age, sex, number of years in teaching, filed of specialization, subjects handled, educational attainment, and number of trainings attended related to distance learning and their readiness in the implementation of distance learning in terms of technical, socio-economic, psycho-emotional, and physical. Also, it sought to determine the significant relationship between the profile of the respondents when compared to their readiness in the implementation of distance learning. Lastly, it attempted to present the needed trainings of the teachers to effectively implement distance learning.
The statistical tools used in determining the profile of the public secondary school teachers and their needed trainings were frequency count and percentage. In describing the readiness of the respondents in the implementation of distance learning, weighted mean and verbal interpretation were used. Spearman correlation analysis was used to find out the relationship between the profile and readiness of public secondary school teachers in the implementation of distance learning.
The majority of the respondents have the age of 26-35 and 79.04% of the respondents were female while 20.96% were male.
Most of the teachers have 6-10 years of teaching experience, have specialized in Filipino, Science, and Mathematics, have handled MAPEH, have already obtained Master’s Degree and have attended five trainings related to distance learning.
With regards to readiness in terms of technical, socio-economic, psycho-emotional, and physical, the results showed that the public secondary school teachers of Baler District were “ready” in the implementation of distance learning.
The results also revealed that profile of the respondents in terms of age, sex, number of years in teaching, filed of specialization, number of trainings attended related to distance learning were significant to readiness. Subjects handled and educational attainment, on the other hand, were not significant to the readiness of the respondents in any aspect.
The teacher respondents answered that they needed trainings on using differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences; training on monitoring and evaluating learners progress and achievement using the attained learners’ data to effectively implement distance learning.