Master Thesis

Reopening of face-to-face classes amidst the pandemic was a big challenge for all educational institutions, parents, learners, and other school stakeholders within the community. Bridging the learning gap and providing quality learning despite the health crisis entails a crucial and significant action among educators and other stakeholders of the academe. The general purpose of this study was to determine the current situation the school head, teachers, parents, and local government units deal with by investigating the status of reopening schools for the full implementation of face-to-face classes. These people are the ones who witnessed both the difficulties and the opportunities in these trying times. This study assessed the preparedness, support, accountability, and challenges of Stakeholders in selected DepEd elementary schools in the District of Tagaytay City in the reopening of face-to-face classes, which would be the groundwork for an enhanced learning continuity plan and contingency plan to be able to provide quality education and safe learning environment. Moreover, this study employed a convergent mixed method design and utilized a random sampling technique in the quantitative section and a purposive sampling technique in the qualitative part. A total of 463 respondents have participated in this study specifically the Teachers, School Heads, Parents, and Barangay Officials. The necessary information on preparedness, support, and accountability was gathered through a modified and self-made survey questionnaire using a 4-point scale. Likewise, a total of 17 participants have also shared the challenges they have encountered during the reopening of face-to-face classes amidst the pandemic through interviews and focused group discussions which were recorded, transcribed, and analyzed accurately. Furthermore, this study applied Weighted Mean to determine the average value of each data related to the variables, Pearson -product Correlation was also used to determine the degree of a linear relationship among variables, namely, preparedness, support, and accountability of stakeholders in the reopening of face-to-face classes. In addition, ANOVA was also employed to determine the significant difference among the stated variables. Results of the study revealed that the preparedness of the stakeholders in reopening face-to-face classes garnered a mean score of 3.45, verbally interpreted as highly prepared. The extent of support of the stakeholders in the intent of reopening face-to-face classes got an average mean score of 3.66, verbally interpreted as a great extent of support. Similarly, the extent of accountability of the stakeholders in the reopening of face-to-face classes got a mean score of 3.60, verbally interpreted as Highly accountable. The data further showed that there was a strong positive correlation among the three variables, r (461) = .607, p=.000, r (461) = .697, p=.000, r (461) = .715, p=.000. Also, the results show a significant difference, F (3,459) = 12.15, p=.000]; therefore, the null hypothesis is rejected; there is a significant difference in the stakeholders' preparedness, support, and accountability in their attempt to reopen face-to-face classes. Correspondingly, this study illuminated 5 themes that were centered on the challenges encountered by the stakeholders in the reopening of face-to-face classes: learning gap, stress, and health problems, Support, and Continuous Monitoring are key to Succeed, Engaging and anchoring programs and projects to support the diverse need of the learners, Effective and Successful. Mixed method analysis further suggested the following: The preparedness of the stakeholders in the reopening of face-to-face classes requires comprehensive strategies and well-communicated plans to ensure health and safety in delivering quality education. Leveraging support through active engagement and communication among the stakeholders in reopening face-to-face classes is the fundamental aspect that each stakeholder should embody toward a successful and safe learning environment. The stakeholders shared a distinct responsibility in reopening face-to-face classes manifested in their actions and decision-making reflected in their needs and values. Reopening face-to-face classes will only be effective and successful with the stakeholders' collaboration, support, and mutual trust. Hence, an Enhanced Learning Continuity Plan and Contingency Plan were crafted to provide continuity of learning despite the health crisis to provide further protection for the learners and stakeholders.