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.

The unprecedented outbreak of novel coronavirus brought disruptions to people's lives. Schools were closed due to the imposed different community quarantine. The Department of Education collaborates with different stakeholders to develop a Basic Learning Continuity Plan. Schools used different learning modalities based on the parent's and students' capacity. The study wants to find out the experiences, challenges or difficulties, and suggestions of five school stakeholders in the province of Quezon. This study used a qualitative method through semi-structured interviews. The researcher found out that training and seminars provided by the department of education to all teachers made them confident in implementing printed modular distance learning modality. Monitoring and evaluating learners' progress are some of the most challenging parts in implementing printed modular distance learning as claimed by the teacher-respondents. Communicating with students and parents is one of the challenges faced by the teachers due to limited internet signals in the area. The majority of the learners do not have gadgets like smartphones and laptops. Collaborations and strong partnerships with parents and colleagues helped the teachers cope with the mentioned challenges. For the parents, the most challenging part was establishing routine among their children in studying. Assistance from relatives, searching the internet and using other learning resources like books and asking for assistance from the teachers help the parents face the challenges they encountered. For the student's they find it hard to study alone the module. Some lesson needs to be explained to them to understand well. Performance tasks were among the student's preferences in implementing printed modular distance learning. Parents' and relatives' assistance helps the learner in doing activities. Using books and other supplementary materials and searching on the internet also help the learners do the activities stated in the modules.