In every institution in the country, there are countless stories of children being bullied, abused, or maltreated. This can happen inside a school or outside its premises. A child protection policy is a must to protect these children. This study assesses the child protection policy awareness of teachers and the responsiveness of the schools. It also wanted to know the relationship and program implications. The researchers used a descriptive-correlation research design with the survey as the primary data-gathering tool. 146 teachers from seven different schools in a city in Bulacan, Philippines took part in the survey. The study also adopted an instrument from Macatimpag (2018). To analyze the data, the proponents used mean, t-test, ANOVA, and Pearson-r. The results showed that teachers were aware of the Child Protection Policy program of the Department of Education. However, the responsiveness of the schools is not very high. There were significant differences in the results observed in the awareness of teachers and the responsiveness of the schools. In addition, there is a moderate relationship between the awareness of teachers in the Child Protection policy with the responsiveness of the school about the program. Based on the aforementioned findings of the study,the researchers have provided some implications of the study for future references.

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The shift from face-to face to distance learning brought about by the outbreak of the COVID-19 pandemic is a major adjustment to all school administrators, teachers, students and parents. The study aimed to determine the challenges encountered and needed support of parents and learners in an elementary school of the Schools Division of Meycauayan City as basis for crafting a contextualized support program. It employed a mixed method design using survey-questionnaire and interview guide as data gathering tools to 123 parents and 10 learners respectively. Frequency and percentage were used to describe the demographic profile, frequency counts and ranking were used on the challenges encountered and support/technical assistance needed by parents while thematic analysis was used to describe the experiences of the learners. The study found out that difficulty in independent learning, difficulty in concentrating on studies and parent’s limited knowledge on the content of child’s lessons are the top struggles of parents in the modular distance learning while almost all learner-respondents describe their experiences of distance learning as difficult because of difficulty in learning by themselves, lack of reference materials for more examples, limited guidance from parents and teachers, challenges in load to research and difficulty in understanding English. Moreover, both respondents are unanimous in declaring that provision of additional reference materials will greatly help lessen the struggles they encountered. Therefore, it is recommended that the support program crafted should be implemented and monitored to fully reinforce the continuity of learning amidst the challenges encountered in the first quarter.

For several years, illiteracy, poverty, and deprivation were the worst adversary of the Philippine Government. One of the greatly affected sec-tors of illiteracy and poverty is the education sector. The Department of Education (DepEd) has experienced large amounts of drop-outs and out-of-school youth and adults due to poverty. For the Department to alleviate this concern, the Alternative Learning System (ALS) was es-tablished. ALS offers basic schooling for all persons who wish to return to school in a way that fits their personal needs and situation. Hence, this study assessed and extrapolated ALS learners with their 21st-century skills and its correlation to their sense of self-efficacy. Using a descriptive-correlational design, the researchers wanted to establish a link between and among variables. The findings of the study revealed moderate acquisition of 21st-century skills among ALS’ learners. Their sense of self-efficacy was also noted to be high. Further analysis re-vealed that, ALS learners’ acquisition of 21st century skills significantly correlated to their sense of self-efficacy. It is recommended that ALS teachers should provide more activities that will further enhance and strengthen the local and global awareness of ALS learners. Also, possible extension of the study could be undertaken to draw the general picture of the ALS learners as to their skills and sense of self-efficacy.

The study described the extent of knowledge in ICT skills of 180 teachers as a basis for a training plan in a selected schools division in Region 3. A descriptive survey method was utilized having a weighted mean and standard deviation to treat the data collected. It was concluded that the teachers displayed a proficient extent of knowledge in basic ICT skills. However, some of the skills enumerated have a low mean and were close to the adjacent group scale of the lower level of knowledge. Furthermore, they showed limited knowledge in some advanced computer applications which are necessary for the construction of instructional materials. The self-assessment revealed that they are knowledgeable in ICT skills, but they do not know how to use it in complex applications. The skills for development based on the training needs assessment reiterated a combination of skills which further clarified that not all skills under a certain application are known. It is then recommended that training needs assessment should always be conducted by school administrators to gather data on the actual needs of the teachers as a basis in planning a thorough training matrix to ensure that the development and training provided are based on the needs of the teachers.