Authors : Charisse Melody C. Quezada

Volume/Issue : Volume 9 - 2024, Issue 7 - July

Google Scholar : https://tinyurl.com/bd2ee7h9

Scribd : https://tinyurl.com/5n8y2yuh

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUL1071

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Restoring the learning losses brought about by the sudden shifts in instruction vis-à-vis the COVID- 19 pandemic is one of the pressing issues facing education today. This phenomenological study aimed to uncover the narratives of teachers in the implementation of the National Learning Camp, one of the learning recovery programs established by the Department of Education. Following purposive sampling, select secondary school teachers participated in in-depth interviews. Following the rigors of thematic analysis, the results of the study revealed the following themes on the challenges: lack of resources, lack of teachers’ preparation, and lack of learners’ interest. These contributed to the problems experienced by educators and learners in public schools. The participants likewise emphasized that the NLC was abruptly implemented. However, to counter the challenges, the respondents employed various coping strategies: collaboration, conducting LAC sessions, and learners’ engagement. Fostering an environment of teamwork and camaraderie has come across as important in the attempt to successfully implement the NLC. Meanwhile, the research extracted educational management insights: learner-centered program, opportunities for improvement, and stakeholders’ synergy. The study suggested a thorough program implementation review in different governance levels and advocated for future investigations focusing on alternative demographics and settings.

Keywords : Challenges, DepEd, Learning Recovery, Management Insights, National Learning Camp,

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