The new normal in education leads to new normal practices among teachers in public schools to carry out the Department of Education Basic Education Learning Continuity Plan (BE- LCP), leading to the Facebook Messenger group chat trend in public schools. This study explores the benefits and drawbacks of this communication application as experienced by public-school teachers and aimed at understanding patterns of emerging organizational culture due to the utilization of Facebook Messenger group chats. The study utilized the phenomenological research design. Data were gathered through semi-structured one-on-one interviews and focus group discussions with randomly selected public-school teachers, and results were interpreted through thematic analysis. The study found out that the Facebook Messenger group chat trend is beneficial in convenience, accessibility, and learning delivery while its drawbacks are work-life balance, emotional-psychological, and technical. Open communication, sensitive communication, netiquette in social behavior, and technological reliance were the patterns of organizational culture emerging from using Facebook Messenger group chats. Assessment on the appropriateness of its use depending on the purpose and further innovation on its features that may fit well for its use in education and work purposes were recommended to manage its drawbacks and optimize its use in the new normal education delivery.

The contents of the Senate Bill 956, better known as the Teachers' Protection Policy Act was examined and analyzed based on the following themes, namely, support mechanisms for public school teachers and personnel, enhanced protection of public-school teachers and personnel, and training on guidelines and classroom discipline for public school teachers and personnel. According to the Republic Act, 4670 or the Magna Carta for Public School Teachers, the appropriateness of the act was checked to see how much help this bill can provide to the public-school teachers in the Philippines in terms of classroom discipline and classroom management. The bill poses excellent benefits to the public-school teachers. However, the Department of Education must identify which disciplinary acts or strategies are not categorized as child abuse and that there should be centralized policy implementations, seminars, and training to avoid misinterpretations and discipline avoidance among teachers. This paper hopes to contribute to a research-based, logical, and relevant drafting of HR policies and programs to support and protect the teachers as mandated in the Magna Carta for Public School teachers and SB 956. This study employed a qualitative method using resources available online.