IMPLEMENTATION OF SCHOOL LEARNING

RECOVERY AND CONTINUITY PLAN:

BASIS OF ACTION PLAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 634-648
Document ID: 2023PEMJ995
DOI: 10.5281/zenodo.8210933
Manuscript Accepted: 2023-31-7
Psych Educ, 2023, 11: 634-648, Document ID:2023 PEMJ995, doi:10.5281/zenodo.8210933, ISSN 2822-4353
Research Article

Implementation of School Learning Recovery and Continuity Plan: Basis of Action Plan
Murphy P. Espinosa*
For affiliations and correspondence, see the last page.
Abstract
The research study assessed the implementation of the School Learning Recovery and Continuity
Plan (SLRCP) in Public Elementary and Secondary Schools of Zone 1, Division of Zambales for the
school year 2023-2024. The study used a descriptive survey research design and employed
descriptive and inferential statistics for data analysis. The findings revealed characteristics of school
heads involved in the implementation and highlighted areas of significant difference in the SLRCP
implementation based on educational attainment. However, no significant difference was found in
terms of age, sex, position, and years in service as school head concerning the implementation. The
proposed action plan is based on the study's lowest mean findings. Recommendations include
encouraging teachers to conduct learning needs assessments and seeking assistance from the Local
Government Unit for learners in need of electronic devices. Regular class observations are advised to
assess teaching methodologies, and training for community stakeholders and parents is encouraged to
improve communication and partnering skills. The action plan can be presented to School Heads for
potential implementation, and future researchers may conduct similar studies to validate the results.

Keywords: implementation, electronic devices, action plan, learning recovery

Introduction weeks – among the 122 countries covered by the

report. The global average was a closure of 20 to 21
weeks. The report also found that fewer than 15
One cannot refute the fact that the CoViD-19 percent of 10-year-olds in the Philippines could read a
pandemic is one of the reasons why there is a learning simple text (Desmon, 2022).
loss. According to United Nations Children's Fund or
UNICEF (2022), even before the onset of the The report made by the panel of (GEEAP) or Global
COVID-19 pandemic, there were serious questions Education Evidence Advisory Panel (2022) identified
about whether children were actually learning. four urgent recommendations to help prevent further
Suspension of face-to-face instruction in schools loss and recover children’s education: prioritize
during the COVID-19 pandemic has led to concerns keeping schools and preschools fully open; prioritize
about consequences for students’ learning (Engzell, teachers for the COVID-19 vaccination, provide and
Frey & Verhagen, 2021). use masks where assessed as appropriate, and improve
ventilation; adjust instruction to support the learning
UNICEF Executive Director Catherine Russell (2022)
needs of children and focus on important foundational
said that when children are not able to interact with
skills; and governments must ensure teachers have
their teachers and their peers directly, their learning
adequate support to help children learn.
suffers, and when they are not able to interact with
their teachers and peers at all, their learning loss may
Following the progressive expansion of face-to-face
become permanent.The report entitled, Are children
classes, the Department of Education (DepEd) is
really learning?, features country-level education data
developing a learning recovery plan framework to
on the impact that COVID-19 school closures are
guide schools in addressing learning gaps due to
having on children along with an updated analysis of
pandemic-related disruptions. The proposed policy is
the state of learning before the pandemic. The study
points out that 147 million children missed more than anchored on learning remediation and intervention,
half of them in-class instruction over the past two professional development, health, safety and wellness
years – amounting to two trillion hours of lost in- (DepEd, 2022).DepEd Curriculum and Instruction
person education, globally (United Nations, 2022). Assistant Secretary Alma Torio (2022), explained that
learning recovery plan includes extending school
The loss of learning hasn’t been fully quantified, but in calendar, expanding of learning time, establishing
a joint report published in March 2022 with the UN learning support centers in schools and community-
Educational, Scientific and Cultural Organization and based learning spaces, conducting summer learning
the World Bank, UNICEF said schools in the remediation and intervention programs, and hiring of
Philippines had the longest closure – more than 70 additional learning support aides.

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Research Article

DepEd will also intensify reading interventions, 3. Is there a significant difference in the profile of the
conduct regular home visits and follow-ups, respondents on the implementation of School Learning
implement physical and virtual study groups or buddy Recovery and Continuity Plan (SLRCP)?
systems, establish literacy at home and in the 4. What action plan may be proposed with the findings
community, hire parents or guardians teacher- of the study?
volunteers, and develop appropriate assessment tasks
and resources (Torio, 2022). The agency is also
studying physical and online learning action cell Methodology
sessions, adaptive teaching strategies and classroom
assessments, and the transition from the traditional
Research Design
approach to tailored acceleration for teachers
’professional development. (Torio, 2022).
This research study employed a descriptive research
As part of the post pandemic efforts, a learning method with the survey questionnaire as the main
recovery plan (LRP) needs to be in place to guide research instrument. According to McCombes (2019),
schools and ensure that interventions are effective Descriptive research aims to accurately and
thereby helping learners catch up and accelerate their systematically describe a population, situation or
learning (Schools Division of Zambales Memorandum phenomenon. It can answer what, where, when and
No. 138, 2022). To address the learning gaps caused how questions, but not why questions.
by CoViD-19 pandemic, school heads in the Division
Siraj & Ibrahim of Zambales were crafted their School For Calderon (2006) as cited by English Language
Learning Recovery and Continuity Plan (SLRCP). As Education Journals (2018), defined descriptive
stated in Regional Memorandum No. 395 s. 2022, the research as a purposive process of gathering,
School Learning Recovery and Continuity Plan analyzing, classifying, and tabulating data about
(SLRCP) is only an enhance version of School prevailing conditions, practices, processes, trends, and
Learning Recovery Plan. The researcher was intended cause-effect relationships and then making adequate
to assess the implementation of School Learning and accurate interpretation about such data with or
Recovery and Continuity Plan (SLRCP) as a basis of without or sometimes minimal aid of statistical
action plan to address learning disruption and support methods. Also, this method ascertains prevailing
student resilience and mental well-being. conditions of facts in a group under study that gives
either qualitative or quantitative, or both, descriptions
Research Questions of the general characteristics of the group as results.

The research study assessed the implementation of It was stated in the article of Bhattacharya & Chetty
School Learning Recovery and Continuity Plan (2020), that according to Apuke (2017), quantitative
(SLRCP) in Public Elementary and Secondary Schools research refers to data present in numeric form. When
of Zone 1, Division of Zambales that will serve as collected using a primary method, it uses statistical
basis of an action plan for the school year data collected by means of a questionnaire. The
2022-2023. Specifically, the research answered the purpose of quantitative research is to emphasize the
following research questions: collection of objective data in order to assess a social
phenomenon (Bhattacharya, 2020).
1. What is the profile of the School Head in terms:
1.1. Age; Respondents and Location
1.2. Sex;
1.3. Highest Educational Attainment; The respondents of the research study were the School
1.4. Position; and Heads/Administrators from Elementary, National High
1.5. Years in Service? Schools, and Integrated Schools at Zone 1, Division of
2. How may the implementation of the School Zambales. Table 1 below shows the frequency
Learning Recovery and Continuity Plan (SLRCP) may distribution of the respondents by school. A total
be described in terms of: po pulation of seventy seven (77) School
2.1. K-12 Curriculum Review and Update; Heads/Administrators were the respondents of the
2.2. Improving Learning Environment; research study.
2.3. Teachers’ Upskilling and Reskilling; and
2.4. Engagement of Stakeholders for Support and
Collaboration?

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Research Article

panel of oral examiners of PRMSU Graduate School

for validity purpose. Their ideas, suggestions and
corrections sought in terms of the extent of clarity,
T a b l e 1. D i s t r i b u t i o n of t h e S c h o o l consistency and suitability of the indicators. The
Head/Administrator - Respondents from Public amendments and revisions carried on in the
Elementary & Secondary Schools of Zone 1 Division finalization of the research instrument. The conduct of
of Zambales The Instrument a pilot test was necessary for the research instrument’s
test of reliability. The pilot test conducted among the
School Heads of Palauig District, of Zone 2.
Cronbach’s alpha was computed to test the reliability
of the responses in the pilot test.

Data Collection
The main instrument used in gathering the data for the
study was survey checklist. According to Pressbooks
After making the final draft of the survey checklist, the
(2022), survey research is a research method involving
researcher sought permission/approval of the Schools
the use of standardized questionnaires or interviews to
collect data about people and their preferences,
Division Superintendent, Division of Zambales,
thoughts, and behaviors in a systematic manner. The through letters signed by the Director of Graduate
survey method can be used for descriptive, School to administer the survey questionnaire to the
exploratory, or explanatory research. This method is respondents.
best suited for studies that have individual people as
the unit of analysis. After securing the endorsement, the researcher
personally distributed the instrument to the
The contents of the survey checklist were lifted from participants. In addition, the researcher also utilized
the provisions of DepEd Order No. 12, Series of 2020 Google Form for the administration of survey
- Adoption of the Basic Education Learning Continuity questionnaire. The objectives of the study were
Plan for School Year-2021 In Light of the Covid-19 explained to the participants, for them to consider and
Public Health Emergency, Zambales Schools Division gain better understanding of the objectives of the
Office Memorandum No. 172, Series of 2022 - research study. The respondents’ answers treated
Development of School Learning Recovery Plan
confidential. The instruments collected immediately.
(SLRP) and 3BS Bata Basa Bilang Suri – A Learning
Recovery and Continuity Plan for Zambaleño
Data Analysis
Learners.

Initial part of the survey checklist focused on the The statistical treatment of this research study utilized
profile of the school head –respondents which include descriptive statistical tools such as percentage,
the age, sex, highest educational attainment, position frequency counts and mean. The inferential statistics
and number of years in service. used was ANOVA. All the data obtained in the
instrument were tallied, tabulated, analyzed and
The last part assessed the implementation of school interpreted accordingly. The following are the
learning recovery and continuity plan of school heads. explanations of the utility and/or uses of the above
This part has 4 sections which were K-12 Curriculum mentioned statistical tools.
Review and Upd ate, I mprov ing Learn ing
Environment, Teachers’ Upskilling and Reskilling and
Frequency Count – This is a simple count of the
Engagement of Stakeholders for Support and
tallies for each indicator of the variables in the
Collaboration with 10 indicators. The school heads
answered from the scale ranging from 4 (Always statement of the problems number 1 and 2.
Implemented), 3 (Implemented), 2 (Sometimes Percentage – It is the ratio of any number to the
Implemented) and 1 (Never Implemented). whole. It will be used to determine the proportions of
the respondents that fall under the personal or
The instrument in its first draft was presented to the demographic profile variables.
Weighted Mean – This will be computed in order to
determine the overall perceptions of the respondents.

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Research Article

age 40 to age 65.

Results and Discussion
Sex. Majority of the school heads with 56 (or 72.73%)
are females and 21 (or 27.27%) are females. The result
Profile of the Respondents shows that females are dominant in handling
administrative or managerial level position. Consistent
The profile of the respondents is presented in Table 2. with the report of Progress of the World’s Women
2015–2016, the presence of women in the overall
Table 2. Profile of the Respondents
workforce is predominant in the services sector,
especially in education, health, and social work
(United Nations, 2016).

Highest Educational Attainment. Most of the school

heads with 38 (or 49.35%) are Master’s degree holder,
30 (or 38.96%) are with Doctorate Degree Units, 7 or
(or 9.09%) are Doctorate Degree holder and 2 (or
2.60%) are with Master’s Degree Units. The result
shows that the school heads took Master’s degree in
educational administration to acquire knowledge and
expertise in the area of educational management.
Principals also need ongoing, high-quality in-service
training and support, such as mentoring and coaching
programs, which are critical in developing and keeping
effective principals (Coggshall, 2015; Sutcher et al.,
2017). Principal professional development
encompasses multiple phases including recruitment
and selection, completion of a preparation program,
initial licensure, induction, and continuing professional
development (Gordon, 2020; Steinberg & Yang,
2020). Dr. Asuncion A. Eala, school head of Taltal
National High School, and an alumna of President
Ramon Magsaysay State University – Iba Campus was
awarded by the Masinloc District as the Most
Outstanding Secondary School Head for the school
year 2021-2022. And recently, she was also awarded
as the Brigada Eskuwela Best Implementer in Mega
School Category.

Position. Most of the school heads with 20 (or

25.97%) are Principal II, 17 (or 22.08%) are Principal
Age. Most of the school heads with 34 (or 44.16%) are III, 14 (or 18.18%) are Principal I, 12 (or 15.58%) are
from the age group of 41- 50; 27 (or 35.06%) are from Head Teacher III, 8 (or 10.39%) are Principal IV, 4 (or
the age group of 51-60; 13 (or 16.88%) are from the 5.19%) are Head Teacher II, and 2 (or 2.60%) are
age group of 31-40, 3 (or 3.90%) are from the age Head Teacher I. The result shows that the promotion is
group of 51-60. The mean age was 40 years old. The evident to the Principal position. Iňiguez (2022) stated
result shows that the school heads are in the middle that an employee promotion is desired by employees
adulthood age. According to a 2021 Harris Poll because of the impact it has not only on their salary
conducted exclusively for Fast Company, the period of but on the amount of authority the new title entails, the
time between youth and old age is in flux. The study added responsibilities, and the opportunity to have a
found that younger millennial consider median middle bigger input in the organization’s decision making and
age to be between 35 and 50 years old (Schroeder, future.
2021). Psychology Today defines midlife as the central
period of a person’s life, spanning from approximately Years in Service as School Head. More than half of
the school heads with 43 (or 55.845) have more than 5
years of service as school head, 29 (or 37.66%) have

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Research Article

Table 3. Implementation of the School Learning

Recovery and Continuity Plan in terms of K- 12
3-5 years of service, and 5 (or 6.49%) have less than 2 Curriculum Review and Update
years of service as school head. The mean years of
service as school heads was 4.36. The result shows
that the Principals are currently establishing their
career as school administrator. Education
administrators are professionals who work in schools,
but not as teachers. While they may not spend their
days in a classroom, they do have an incredible impact
on both students and staff. School administrators
oversee the day to day functions of an educational
institution. All school administration jobs entail being
an educational leader, and the job description does not
change whether you are in a public school or private
school (Alliant International University, 2020).

Implementation of the School Learning Recovery

and Continuity Plan

K-12 Curriculum Review and Update

The implementation of the school learning recovery

and continuity plan in terms of K- 12 Curriculum
Review and Update is presented in Table 3.

The school heads always implemented the school

monitoring on the conduct of Philippine Informal
It should also conform to the existing guidelines and
Reading Inventory (Phil-IRI) Assessment Tool –
policies in classroom assessment of K-12 program as
English with a mean of 3.94. They always
mandated in the DepEd Order No. 8, series of 2015.
implemented the school administering the learning
The reading performances of learners is associated
needs analysis, pre-test and data gathering instruments
with their achievement in academics since reading is
to identify the learning gap. The overall weighted
essential in developing study habits effectively (Balan,
mean on the implementation of the school learning
Katenga, & Simon, 2019; Daniel, Esoname, Chima, &
recovery and continuity plan in terms of K- 12
Udoaku, 2017).
Curriculum Review and Update was 3.75, interpreted
as Always Implemented. The results suggest that the Improving Learning Environment
Philippine Informal Reading Inventory (Phil-IRI)
program is mandated by the Department of Education The implementation of the school learning recovery
(DepEd) for implementation in schools as an and continuity plan in terms of Improving Learning
assessment tool in determining the performance of Environment is presented in Table 4.
learners in reading proficiency. The DepEd Order No.
14 (2018) details the implementation guidelines of the The school heads always implemented school
PhilIRI for Grades 3 to 6 in both the elementary level monitoring on the completion and promotion rate and
and secondary levels nationwide. It stipulated the drop-out and retention rate with a mean of 4.00.
responsibilities on the dissemination in every level of However, they seldom implemented on the school has
school governance and the utilization of the said tool. electronic devices for learners such as personal
The guidelines are to be strictly applied to ensure and computer, tablet PC and laptop with a mean of 2.45.
evidence-based approach adoption by teachers and The overall weighted mean on the implementation of
school principals. The instructions are to be student- the school learning recovery and continuity plan in
oriented and receptive to individual learners’ needs as terms of Improving Learning Environment Update was
well to the whole class. 3.58, interpreted as Always Implemented.

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promotion rate, and 99.42% for retention rate. In the

Table 4. Implementation of the School Learning junior high level recorded 88.75% for completion rate,
Recovery and Continuity Plan in terms of Improving 92.45% for promotion, 96.78% for retention rate while
Learning Environment in the senior high level recorded 78.59% for
completion rate, and 92.45% for promotion.

Teachers’ Upskilling and Reskilling

The implementation of the school learning recovery

and continuity plan in terms of Teachers’ Upskilling
and Reskilling is presented in Table 5.

The school heads always implemented on the conduct

of in-service training (INSET) and School Learning
Action Cell (SLAC) with a mean of 4.00. However,
they often implemented on observing the teacher’s
utilization of various pedagogy with a mean of 3.05.
The overall weighted mean on the implementation of
the school learning recovery and continuity plan in
terms of Teachers’ Upskilling and Reskilling was 3.62,
interpreted as Always Implemented. The result
signifies that the school heads conduct in-service
training and learning action cells for their teachers to
ensure the continuity of learning and to support
learners’ needs. The need for in-service training in
schools is getting more attention for teachers to equip
with new knowledge and skills for them to face new
challenges and reformation in education. In-service
training can enhance the professionalism of teachers
who can contribute to the organization to achieve its
goals. INSET is the right avenue for re-skilling and
upskilling of teachers for the new normal in education.
It equipped teachers with adequate new knowledge
and skills on how to face and overcome challenges.
The undying support of education leaders for teachers,
learners, and parents and the long-term impact of
Virtual INSET manifests a clear future ahead. INSET
is proof that no global crisis can stop education from
soaring and prospering the education sector (Niones,
The result denotes that administrators regularly check 2021). Ekpoh,Oswald & Victoria (2013) shows that,
the status of their performance indicators with regards teachers who attend in-service training perform
to completion and promotion rate and drop-out and effectively in their work concerning knowledge of the
retention rate. They are tasked to provide intervention subject, classroom management, teaching method and
to ensure that the learners will continue their
evaluation of students. The findings clearly indicated
schooling. Project Salbabida aims to provide
that the conducted LAC sessions contribute much to
assistance by encouraging students who are at-risk of
teachers' professional development (Cabral &
dropping out to return to school and continue with
their education (Beloy, 2021). According to the Millando, 2019).
performance indicators of Department of Education in
Zambales, in the year 2020- 2021, elementary level
recorded 91.71% for completion rate, 95% for

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Table 5. Implementation of the School Learning

Recovery and Continuity Plan In terms of Table 6. Implementation of the School Learning
Teachers’ Upskilling and Reskilling Recovery and Continuity Plan in terms of Engagement
of Stakeholders for Support and Collaboration

Engagement of Stakeholders for Support and

Collaboration

The implementation of the school learning recovery

and continuity plan in terms of Engagement of
Stakeholders for Support and Collaboration is
presented in Table 6. The school heads always
implemented the conduct of orientation on school
PPAs with a mean of 3.61. However, they never
implemented on the provision of training to
community stakeholders and parents to help them
develop effective communications and partnering
skills with a mean 1.49. The overall weighted mean on
the implementation of the school learning recovery
and continuity plan in terms of Engagement of
Stakeholders for Support and Collaboration was 3.16 These PPAs include Brigada Eskwela, Every Child-A-
interpreted as Often Implemented. The result clearly Reader Program, School First Initiative; Child-
indicates that the school heads presents the Program, Friendly School System; Project WATCH (We
Projects and Activities to the organization. The Advocate Time Consciousness and Honesty); and
members of the institutions are informed and aware Adopt-A-School Program (Cabardo, 2016).
with the PPAs to be implemented in the school year.
The Department of Education (DepEd) had been Summary on Implementation of the School
implementing several projects, programs and activities Learning Recovery and Continuity
(PPA) that will realize SBM and other sound
philosophical and legal frameworks of the department.

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The summary on implementation of the School

Learning Recovery and Continuity is presented in
Table 7. Table 8. Test of Significant Difference on
Implementation of the School Learning Recovery and
Table 7. Summary on Implementation of the School
Continuity Plan in terms of K- 12 Curriculum Review
Learning Recovery and Continuity
and Update When Grouped According to Profile
Variables

The school heads evaluated always implemented on

the K-12 Curriculum Review and Update (3.75, rank
1st), Teachers’ Upskilling and Reskilling (3.62, rank
2nd), Improving Learning Environment (3.58, rank 3 rd)
and Engagement of Stakeholders for Support and
Collaboration (3.16, tank 4th). The overall weighted
mean on the implementation of the School Learning
Recovery and Continuity was 3.53, interpreted as The findings revealed that educational background of
Always Implemented. The result signifies that the the school heads affects the School Learning Recovery
K-12 Curriculum Review and Update was given a and Continuity Plan in terms of K- 12 Curriculum
priority on the school learning recovery and continuity. Review and Update. This could be attributed on the
The plan incorporates the support and enabling involvement of the school heads with regards to the
needs of the learners, learning outcomes, and the
m ech an ism s that shall be establish ed and
inclusion of the most essential learning competencies
operationalized to ensure efficiency and effectiveness
in the subjects. Best quality instruction and teacher
in learning delivery to address learning gaps, improve
competence can be directly or indirectly influenced by
learning outcomes, and the total wellbeing of the
the leadership style of their school leaders (Posner,
learners (Rocafort, 2022).
2016; Ross, Vescio, Tricarico, & Short, 2011; Li,
Significant Difference in the Profile of the Hallinger, & Ko, 2016). Leadership practice is the
mode of conduct that the leader embraces in affecting
Respondents on the Implementation of School
the performance of the teacher because educational
Learning Recovery and Continuity Plan
success could only be accomplished by fulfilled
and inspired teachers (Sebastian, Huang, &
K- 12 Curriculum Review and Update
Allensworth, 2017).

The test of significant difference in the implementation There was no significant difference in the
of the School Learning Recovery and Continuity Plan implementation of the School Learning Recovery and
in terms of K- 12 Curriculum Review and Update Continuity Plan in terms of K- 12 Curriculum Review
when grouped according to profile variables is and Update on the computed P-values of age (Sig.=
presented in Table 8. 0.43), sex (Sig.= 0.96), position (Sig.= 0.17), and
years in service as school head (Sig.= 0.41) which are
There was a sig n if icant d if fer ence in the
greater than (>) 0.05 Alpha Level of Significance,
implementation of the School Learning Recovery and
Continuity Plan in terms of K- 12 Curriculum Review therefore the Null Hypothesis is Accepted, hence there
and Update on the computed P-value of highest is no significant difference when grouped according to
educational attainment (Sig.= 0.01) which is less than profile variables in terms of sex, age, position and
or equal to (≤) 0.05 Alpha Level of Significance, years in service as school head. The school heads’
therefore the Null Hypothesis is Rejected, hence there
is a significant difference when grouped according to
profile variables in terms of highest educational
attainment.

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perception on the K- 12 Curriculum Review and position and years in service as school head. The
Update has no statistically significant on the profile of results suggest that the profile of the school heads has
the respondents. According to Go (2021), the nothing to do with the improving of learning
Department of Education (DepEd) recently announced environment, what matters is that the school heads are
its plan to review the present K-to-12 curriculum able to perform duties and responsibilities on school
because of the obvious congestion in the learning management. Besides, school leaders must determine
competencies. According to reports, the 2022 version the school’s progression and promote a positive
of the new curriculum will be released by the end of learning environment to foster and strengthen the
2021 and applied next year. The review is being motivation and commitment of teachers to enable
undertaken to relieve students of overwhelming change in stressful conditions (Noureen, Shah, &
requirements in all their subjects. Zamir, 2017). Principals play a key role in creating
effective learning environments through their
Improving Learning Environment influence on factors such as teachers' development and
cooperation, motivations and working conditions and
The test of significant difference on implementation of the general school climate and environment (OECD,
the School Learning Recovery and Continuity Plan in 2013).
terms of Improving Learning Environment when
grouped according to profile variables is presented in Teachers’ Upskilling and Reskilling
Table 9.
The test of significant difference on implementation of
Table 9. Test of Significant Difference on the School Learning Recovery and Continuity Plan in
Implementation of the School Learning Recovery and terms of Teachers’ Upskilling and Reskilling when
Continuity Plan in terms of Improving Learning grouped according to profile variables is presented in
Environment When Grouped According to Profile Table 10.
Variables
There was a sig n ificant d ifference in the
implementation of the School Learning Recovery and
Continuity Plan in terms of Teachers’ Upskilling and
Reskilling on the computed P-value of highest
educational attainment (Sig.= 0.048) which is less than
or equal to (≤) 0.05 Alpha Level of Significance,
therefore the Null Hypothesis is Rejected, hence there
is a significant difference when grouped according to
profile variables in terms of highest educational
attainment. The result denoted that the school heads’
educational attainment perceived important also on the
enhancing the teaching competencies of the teachers. It
is important that the teachers are abreast with the
current trends in pedagogy. Pihie, Sadeghi, and Elias
(2012) assertion that to be successful, school leaders
should learn as much as possible of leadership
There was no significant difference in the effectiveness by engaging in professional development
implementation of the School Learning Recovery and to regularly demonstrate their transformational
Continuity Plan in terms of Improving Learning leadership to handle organizational change. Sustained
Environment on the computed P-values on the advanced knowledge is a key aspect of helping
computed P-values of age (Sig.= 0.19), sex (Sig.= teachers to respond to changing expectations and to
0.45), highest educational attainment (Sig.= 0.16), develop their professional skills (Ross, Vescio,
position (Sig.= 0.58), and years in service as school Tricarico, & Shor, 2011). Successful leadership
head (Sig.= 0.07) which are all greater than (>) 0.05 requires both explicit and implicit methods to boost
Alpha Level of Significance, therefore the Null the work environment (Kusumadewi, Sudja, & Sujana,
Hypothesis is Accepted, hence there is no significant 2018).
difference when grouped according to profile variables
in terms of age, sex, highest educational attainment,

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Table 11. Test of Significant Difference on

Implementation of the School Learning Recovery and
Continuity Plan in terms of Engagement of
Table 10. Test of Significant Difference on
Stakeholders for Support and Collaboration When
Implementation of the School Learning Recovery and
Grouped According to Profile Variables
Continuity Plan in terms of Teachers’ Upskilling and
Reskilling When Grouped According to Profile
Variables

There was a sig n ificant d ifference in the

implementation of the School Learning Recovery and
Continuity Plan in terms of Engagement of
Stakeholders for Support and Collaboration on the
There was no significant difference in the computed P-values of highest educational attainment
implementation of the School Learning Recovery and (Sig.= 0.00), position (Sig.= 0.01), and years in service
Continuity Plan in terms of Teachers’ Upskilling and as School Head (Sig.= 0.04) which are less than or
Reskilling on the computed P-values on the computed equal to (≤) 0.05 Alpha Level of Significance,
P-values of age (Sig.= 0.99), sex (Sig.= 0.79), position therefore the Null Hypothesis is Rejected, hence there
(Sig.= 0.91), and years in service as school head (Sig.= is a significant difference when grouped according to
0.95) which are greater than (>) 0.05 Alpha Level of profile variables in terms of highest educational
Significance, therefore the Null Hypothesis is attainment, position, and years in service as School
Head. The result suggests that the educational
Accepted, hence there is no significant difference
background can be attributed to the engagement of the
when grouped according to profile variables in terms
stakeholders. Stakeholder provides support and
of age, sex, position and years in service as school
collaboration to the schools. The school heads’ level of
head. The results suggest that the profile of the school leadership practices on stakeholder involvement is
has statistically significant effect to the teachers’ significantly different when they were grouped based
upskilling and reskilling. Postholm (2012) proposed on their highest educational attainment. The result
that, in addition to formal continuing education (e.g., indicates that the level of leadership practices of
masters or doctoral degrees), teachers can best develop school heads is incomparable when their highest
their skills through various activities within their educational attainment is taken into account. This
school. further implies that school heads that pursued their
doctorate degrees have a higher level of leadership
Engagement of Stakeholders for Support and practices than those holders of master’s degrees
Collaboration (Aquino, Fabelico & Afalia, 2021).

The test of significant difference on implementation of There was no significant difference in the
the School Learning Recovery and Continuity Plan in implementation of the School Learning Recovery and
terms of Engagement of Stakeholders for Support and Continuity Plan in terms of Engagement of
Collaboration when grouped according to profile Stakeholders for Support and Collaboration on the
computed P-values of age (Sig.= 0.15), and sex (Sig.=
variables is presented in Table 11.
0.63), which are greater than (>) 0.05 Alpha Level of
Significance, therefore the Null Hypothesis is
Accepted, hence there is no significant difference
when grouped according to profile variables in terms

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Psych Educ, 2023, 11: 634-648, Document ID:2023 PEMJ995, doi:10.5281/zenodo.8210933, ISSN 2822-4353
Research Article

of age and sex. The results suggest that the profile of learning environment, while actively involving
the school has statistically significant effect to the stakeholders for support and collaboration. (3) To
engagement of stakeholders for support and improve the School Learning Recovery and Continuity
collaboration. According to Reading (2018), Plan, attention should be given to tailoring the
school leaders must encourage collaboration implementation of the K-12 Curriculum Review and
with stakeholders who understand the mission of the Update based on the highest educational attainment of
school, who share vision and passion for student school heads, while no significant differences were
success, and most importantly who have a personal found in terms of Improving Learning Environment
stake in the performance of the school and its when considering age, sex, highest educational
students. attainment, position, and years in service as school
head. (4) For effective action planning, it is
recommended to prioritize areas identified with the
Conclusion lowest mean scores in the study, aiming to address and
improve those aspects of the School Learning
Based on the summary of findings, the researcher Recovery and Continuity Plan.
concluded that: (1)The school heads are young adult,
females, Master’s degree holder, Principal II, and with References
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