Sie sind auf Seite 1von 26

Part I Demographic Profile

Respondents Age Sex of Birth Teaching Experience School


I. SHARED RESPONSIB
SR1
1 1 F 1 1 4
2 1 F 1 1 4
3 1 F 2 1 4
4 1 F 3 1 4
5 3 M 3 1 4
6 3 F 4 1 4
7 3 F 4 1 4
8 2 F 4 1 4
9 3 F 5 1 4
10 4 F 5 1 4
11 5 F 5 1 4
12 5 F 5 1 3
13 5 F 4 1 4
14 1 M 2 2 4
15 2 M 3 2 4
16 2 F 2 2 4
17 4 M 4 2 4
18 4 M 4 2 4
19 2 F 2 2 4
20 2 F 2 2 4
21 4 M 4 2 4
22 4 M 4 2 4
23 2 F 3 2 4
24 2 F 5 2 4
25 3 F 4 2 4
26 2 F 4 2 4
27 1 F 2 2 4
28 2 F 5 2 4
29 2 F 4 2 4
30 4 F 4 2 4
31 3 F 4 2 4
32 4 F 4 2 4
33 3 F 4 2 4
34 4 F 5 2 4
35 4 F 5 2 4
36 3 F 4 2 4
37 2 F 4 3 4
38 4 F 4 3 4
39 2 F 5 3 4
40 4 F 4 3 4
41 1 F 2 3 4
42 4 F 5 3 4
43 1 F 2 3 4
44 3 M 4 3 4
45 1 F 1 3 4
46 3 M 4 3 4
47 1 F 1 3 4
48 4 M 4 3 4
49 5 F 5 3 4
50 3 M 2 1 4
51 4 F 2 1 4
52 2 F 1 1 4
53 4 F 3 1 4
54 5 F 3 1 4
55 4 F 3 1 4
56 3 M 2 1 4
57 4 M 2 1 4
58 5 F 4 1 4
59 5 F 4 1 4
60 3 F 2 1 4
61 5 F 4 1 3
62 3 F 2 1 4
63 3 F 2 1 3
64 2 M 2 1 4
65 5 F 4 1 4
66 1 M 1 1 3
67 2 F 2 1 4
68 4 F 4 1 3
69 2 F 2 1 4
70 4 F 2 1 4
71 2 F 2 1 4
72 2 F 2 1 4
73 5 F 5 1 4
74 1 F 1 1 4
75 4 F 2 1 4
76 2 F 2 1 4
77 3 F 2 1 3
I. SHARED RESPONSIBILITY II. ALTERNATIVE WORK ARRANGEMENT III. CLASSROOM LAYOUT AND STRUCTURE
SR2 SR3 SR4 AWA1 AWA2 CLS1
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 3 4 4 4
4 4 4 4 4 4
4 4 4 3 3 3
4 4 4 4 4 4
4 3 3 4 4 4
4 3 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 3 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 3 3 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 3
4 4 4 4 4 4
4 4 3 4 4 4
4 4 4 4 4 4
4 3 4 3 3 2
4 3 4 4 4 4
4 4 4 4 4 4
3 3 3 3 3 3
4 3 3 3 3 3
3 3 3 4 4 3
4 3 3 3 3 1
4 4 4 4 4 4
4 3 3 4 3 4
4 4 4 4 4 3
4 3 3 3 3 3
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 3 3 3 3 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 4
4 4 4 4 4 1
3 4 4 4 4 4
MANAGING SCHOOL OPERATION
OUT AND STRUCTURE IV. SCHOOL TRAFFIC MANAGEMENT V. PROTECTIVE MEASURES, HYGIENE PRACTICES AND SAFETY PROCEDURES
S1 STM1 PMHPSP1 PMHPSP2 PMHPSP3 PMHPSP4 PMHPSP5
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
3 3 4 3 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 3 4 4 4
4 4 4 3 4 4 4
4 4 4 4 3 4 4
4 4 4 4 3 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 3 4 4
4 4 4 4 3 4 4
4 4 4 4 3 4 4
4 4 4 4 4 4 4
4 4 4 4 3 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 3 3 4 4 4 4
4 4 3 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
3 3 4 3 3 3 3
4 4 4 3 3 3 3
4 4 4 4 4 4 4
4 4 4 4 4 4 4
2 4 4 3 3 4 3
4 4 4 4 4 4 3
4 4 4 4 4 4 4
3 3 3 3 3 3 3
3 3 3 3 3 3 3
3 4 3 3 3 4 2
1 3 3 3 4 3 3
4 4 4 4 4 4 4
4 4 4 3 3 4 3
3 4 4 4 4 3 3
3 4 3 3 3 3 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 4 4 4 4
4 4 4 3 4 4 3
4 4 4 4 4 4 4
4 4 4 4 4 4 3
4 4 4 4 4 4 4
1 3 3 3 4 3 3
4 3 3 3 3 4 2
PART II. Public school preparation for the pilot face to face

ND SAFETY PROCEDURES VI. COMMUNICATION STRATEGY VII. CONTINGENCY PLAN I. LEARNING RESOURCES
PMHPSP6 CS1 CS2 CS3 CS4 CP1 CP2 LR1
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4
3 4 4 3 3 4 3 3
4 4 4 4 4 4 4 4
4 4 4 3 4 4 4 4
3 4 4 4 3 4 3 4
4 4 4 4 4 4 4 4
4 4 4 3 3 3 4 4
4 4 3 4 3 3 3 4
4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
3 3 4 4 4 4 4 4
4 4 3 4 3 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 3 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 3 4 4 4 4 4 4
3 3 3 3 3 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
3 3 4 3 3 3 4 3
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 3
3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3
2 3 3 2 3 2 3 3
2 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4
3 3 3 4 3 4 3 3
3 3 4 4 3 3 3 4
4 3 3 3 3 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4
3 4 4 4 4 4 3 4
4 4 4 4 4 4 4 4
3 4 4 3 4 4 4 3
4 4 4 4 4 4 4 4
2 4 3 4 3 4 3 3
2 3 3 3 3 2 3 3
n for the pilot face to face
FOCUSING ON TEACHING AND LEARNING
I. LEARNING RESOURCES II. LIMITED FACE TO FACE III. TEACHER SUPPORT I. PERSONAL PROTECT
LR1 LFF1 LFF2 LFF3 LFF4 LFF5 TS1 TS2 PPE1
4 4 4 4 4 4 4 4 1
4 4 4 4 4 4 4 4 4
4 4 4 4 4 3 4 4 4
4 4 4 4 4 4 4 4 1
4 4 4 4 4 4 4 4 1
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
3 3 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4 4
3 4 4 4 4 4 3 4 3
4 4 4 4 4 4 4 4 4
4 4 4 3 3 4 4 4 4
4 4 4 3 4 4 4 4 2
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 3 3 4
4 4 4 4 4 4 4 4 3
3 4 4 4 4 4 4 3 3
3 4 4 4 4 4 4 3 3
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 2
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 3 4 3
4 4 4 4 4 4 4 4 2
4 4 4 4 4 4 4 4 4
3 4 4 4 4 4 4 3 3
3 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 3 3
3 4 4 4 4 4 4 4 3
3 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 3 4
4 4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4 4
4 3 4 4 4 4 4 4 2
4 4 3 3 4 4 3 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 3 4 4 4 4 4 3 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 3 4 4 4
4 4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4 4
3 2 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4 3
4 4 4 4 4 4 3 3 3
4 4 4 4 4 4 4 4 3
4 4 4 3 3 4 4 4 1
4 4 4 4 4 4 4 4 4
3 3 4 3 3 3 3 3 2
4 4 4 4 4 4 4 4 3
3 3 3 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3
3 4 3 3 3 3 3 3 2
3 4 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4
3 3 4 4 4 4 3 3 3
4 4 4 4 4 4 4 4 4
4 4 4 3 3 3 3 4 3
4 4 4 4 4 4 4 4 3
4 3 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 3 4 4 3 4 4 3 4
4 4 4 4 4 4 4 4 4
3 4 4 4 3 4 4 4 3
4 4 4 4 4 4 4 4 4
3 4 4 4 4 3 3 3 3
3 4 4 3 3 4 3 3 2
WELL-BEING AND PROTECTION
I. PERSONAL PROTECTIVE EQUIPMENT II. COVID-19 CASE MANAGEMENTS
PPE2 PPE3 PPE4 PPE5 CCM1 CCM2 CCM3 CCM4 CCM5 CCM6
4 4 4 1 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 1 4 4 4 4 4 4
4 4 4 1 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 3 4 3
4 4 4 3 3 3 3 4 3 4
4 4 4 4 4 4 4 4 4 4
3 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 3 3 3 3 4 3 4
3 3 3 2 3 3 3 4 3 3
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 3 3 4 4 4
3 4 4 3 4 4 4 4 3 3
3 3 3 3 4 4 4 4 4 4
3 3 3 3 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 2 4 4 4 4 4 4
4 4 4 2 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
3 4 4 3 4 4 4 4 4 4
4 4 4 3 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
3 3 3 3 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
3 3 4 4 4 4 4 4 4 4
4 4 3 3 4 4 4 4 4 4
4 3 3 3 4 4 4 4 4 4
3 4 4 4 4 4 4 4 4 4
4 4 3 3 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 3 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
3 3 3 3 3 4 4 4 4 4
4 4 4 4 4 4 4 4 3 4
4 4 4 3 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
2 3 3 3 3 3 3 4 3 4
3 3 3 3 4 4 4 3 3 3
3 4 3 4 4 3 4 4 3 4
3 3 3 3 3 4 3 3 3 3
3 3 3 3 3 3 3 3 3 3
4 4 4 2 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
2 3 3 2 3 3 2 4 3 3
3 3 3 3 4 4 4 4 4 4
4 4 2 2 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3
3 2 2 3 3 3 3 3 3 3
2 2 2 2 3 3 2 3 2 2
3 3 3 3 3 4 3 4 4 3
4 4 4 4 4 4 4 4 4 4
3 3 3 3 4 3 4 4 4 3
4 4 4 4 4 4 4 4 4 4
4 3 3 3 4 4 4 4 3 3
4 3 3 3 4 4 3 4 4 4
3 4 3 2 4 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4
3 3 2 4 4 4 3 3 4 4
4 4 4 4 4 4 4 4 4 4
3 4 4 3 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4
3 4 4 3 3 4 3 3 4 3
2 2 2 2 3 3 2 3 2 2
HOME SCHOOL COORDINATOR
III. INCLUDING THE MOST MARGINALIZED
IMM1 IMM2 IMM3 IMM4 IMM5 IMM6 HSC1 HSC2 HSC3
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
3 4 4 4 4 4 4 4 4
3 4 4 4 4 4 3 4 4
4 4 4 4 4 4 4 4 4
3 3 3 3 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
3 3 3 4 3 3 3 3 3
4 4 4 4 4 4 4 4 4
4 4 3 4 4 4 4 4 4
4 3 4 4 4 3 3 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
3 4 4 4 3 4 4 4 4
3 4 4 4 4 3 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
3 4 4 4 3 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 3 4 4
3 4 4 4 3 4 4 4 4
4 4 4 4 3 4 3 4 4
3 4 4 4 4 3 4 4 4
3 4 4 4 4 4 4 4 4
4 4 4 4 3 3 4 4 4
4 4 4 4 4 3 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 3 3 3 3 3
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 3 3 4 4 4
4 4 4 4 4 4 4 4 4
3 3 3 2 3 2 3 3 3
4 4 4 4 4 4 4 4 4
3 4 3 4 4 3 4 4 4
3 4 4 4 3 3 3 4 4
3 3 3 3 3 3 3 3 3
4 4 3 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
3 3 3 3 2 3 3 3 2
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 2
3 3 2 4 3 3 3 4 3
4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 4 3 4
4 4 4 4 4 4 4 4 4
3 3 3 3 4 4 4 4 4
4 4 4 3 4 4 4 4 4
3 3 3 3 3 3 4 4 4
4 4 4 4 4 4 4 4 4
3 3 3 4 3 4 3 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
4 3 2 4 4 4 3 4 3
3 3 3 4 4 2 3 2 3
Likert Scale Age
4 - Strongly Agree - 4.00-3.00 5 24-30 years old
3 - Agree - 2.99-2.00 4 31-37 years old
2 - Disagree - 1.99-1.00 3 38-44 years old
1 - Strongly Disagree - 1.00-0.99 2 45-51 years old
1 52 years old
Teaching Experience School
5 2-8 years 4 San Vicente Elementary School
4 9-15 years 3 Conception Elementary School
3 16-22 years 2 Santa Rita Elementary School
2 23-29 years 1 San Roque Elementary School
1 30 and above
Part I. Demographic Profile
Direction: Put a checkmark (✓) in the box that corresponds to your answer.
Age: 24-30 years old 31-37 years old 38-44 years old

45-51 years old 52 years old and above

Sex of birth:
Female Male

Teaching experience: 2-8 years 9-15 years 16-22 years

23-29 years 30 and above


School:
San Vicente Elementary School
Concepcion Elementary School
Santa Rita Elementary School
San Roque Elementary

Part II. Questionnaire Proper


Direction: This questionnaire contains statements about teachers' perception on the preparation for face-to-face, expansion,
Put a checkmark (✓) in the table that corresponds to your agreement in the following statements. Use the Likert Scale below.

Rate Verbal Indicators Descriptions


4 Strongly Agree If you are strongly approved on the preparation of the schools
3 Agree If you are approved on the preparation of the schools con
2 Disagree If you are disapproved on the preparation of the schools co
1 Strongly Disagree If you are strongly disapproved on the preparation of the schoo

MANAGING SCHOOL OPERATIONS


INDICATORS

I. SHARED RESPONSIBILITY
1. The school has secured support of LGUs (Barangay, Municipality City, Province) through a resolution or a letter of support.
2. The school has secured written consent from parents/guardians who will participate in the limited face-to-face classes.
3. The school has mobilized resources and support from community stakeholders to meet the standards
of the health and safety protocols.
4. The school has conducted simulation activities among school personnel regarding protocols and routines
to replicate and discuss possible scenarios during the actual conduct of face-to-face classes.
II. ALTERNATIVE WORK ARRANGEMENT
1. The school has implemented an Alternative Work Arrangement necessary to deliver quality
basic education in a safe learning environment to learners.
2. The school has oriented teaching personnel and non-teaching personnel on the Alternative Work Arrangement
that will be implemented during the limited face-to-face classes.
III. CLASSROOM LAYOUT AND STRUCTURE
1. The school has established mechanisms inside the classroom to ensure zero to minimal risk of COVID-l9 transmission to the
a. Seats to be occupy must be at least 1-2 meters apart.
b. Presence of markers and stickers on the floor to manage traffic system and physical distancing inside the classroom.
c. Availability of a sterilization box where outputs (e.g., quiz papers) submitted by the learners will be placed for disinfection
IV. SCHOOL TRAFFIC MANAGEMENT
1. The school has set-up clear and easy-to-understand signage, preferably in local languages and Braille, and mechanisms to
strengthen observance of health protocols and protective measures.
a. Designation of separate entrance and exit points in high traffic areas
(unidirectional markers, installation of signage for cueing and unidirectional movement, sectioning& and queuing).
V. PROTECTIVE MEASURES, HYGIENE PRACTICES AND SAFETY PROCEDURES
1. The school has established safe enhancement and exit procedures for teachers, students, non-teaching personnel, and scho
2. The school has established a contact tracing procedure/tools for school-goers.
3. The school has mobilized the School COVID-19 DRRM team that will take charge of ensuring effective implementation of
and safety protocols that are in place and are observed during the preparation and implementation of limited face-to-face cla
4. The school has set up proper sanitation and hygiene facility for school-goers.
a. Availability of hand washing station with clean and safe water supply
5. The school has ensured regular sanitation and disinfection of school facilities, furniture, and equipment
6. The school has ensured a proper disposal system of infectious wastes, such as used tissues and masks, in non-contact recep
VI. COMMUNICATION STRATEGY
1. The school has developed a communication plan.
2. The school has prepared an orientation session for learners, parents, guardians, teaching and non-teaching personnel,
external stakeholders, and LGU on the eligibility criteria for participatory existing protocols, mechanisms, and procedures
needed in the conduct of the limited face-to-face classes
3. The school has a proactive COVID-19 local hotline/help desk or any similar local mechanism that connects and coordinates t
hospitals, testing facilities, and LGUs.
4. The school has prepared a re-orientation session for school stakeholders on measures needed for the reopening of the scho
reopening of the school in the event of resurgences and school lockdown.
VII. CONTINGENCY PLAN
1. The school has followed a decision model and contingency plan for reclosing and reopening the school in case of COVID-l9
resurgence in the community,
a. Implementation of return to school/work policies consistent with latest national guidelines o For close contacts:
o For close contacts:
i. For fully vaccinated individuals: Seven (7)-day quarantine has been completed regardless of negative test result
o For suspect, probable or confirmed cases, whether fully vaccinated, unvaccinated, or with incomplete vaccination:
i. For asymptomatic: Ten (10)-day isolation have passed from the first viral diagnostic test and remained
asymptomatic throughout their infection.
2. The school has developed strategies for the continuity of learning while the school is closed until the local authorities
have determined the safe resumption of face-to-face classes.
FOCUSING ON TEACHING AND LEARNING

INDICATORS
I. LEARNING RESOURCES
1. The school has secured sufficient supply of learning resources needed for the face-to-face classes.
II. LIMITED FACE TO FACE
1. The school has designed class program/s that cater both learners of the limited face-to-face classes’ arrangement and dista
education while observing the maximum 6-hour classroom teaching hours of teachers.
2. The school has comprehensively profiled learners who will participate in the implementation of the face-to-face classes,
a. Learners who reside within the city/municipality where the school/learning center is located
b. Learners who can walk their way to school, or ride with available private transport, or regulated public transportation
c. Learners without existing comorbidities
3. The school has ensured attendance monitoring of learners to determine which participating learners are exhibiting
difficulties in coming to school and which learners who cannot participate in face-to-face classes will revert to full distance lea
4. The school has informed teachers to conduct consultations with parents, provision of feedback and instructional support fo
learners' facilitation of assessment, preparation of Weekly Home Learning Plan (WHLP), and other related tasks after face-to-f
classes.
5. The school has ensured prohibition of conduct of physical or face-to-face large gatherings, group work or activities that will
close contact or where physical distancing may not be possible (e.g., school activities, field trips, sports festivals, and flag cerem
III. TEACHER SUPPORT
1. The school has provided an appropriate learning and development support plan in providing better quality basic education
2. The school has oriented teachers on their budget of work and ensured that the school requirement for the learners is in obs
of academic ease.
WELL-BEING AND PROTECTION
INDICATORS

I. PERSONAL PROTECTIVE EQUIPMENT


1. The school has secured a sufficient supply of personal protective equipment (PPEs) for learners and school personnel.
2. The school has secured on adequate supply of face masks and/or other COVID-l9 protective gears for learners.
3. The school ensured that the available sanitation and disinfection materials are approved by the Philippine Food
and Drug Administration (FDA) such as:
a. Sodium hypochlorite recommended ratio of 0.1% (1000 ppm) by dissolving ½ tbsp. of chlorine or 2 g to 2L of clean water for
disinfection and recommended ratio of 0.5% (5000 ppm) for body fluids by dissolving 1 tbsp. of chlorine or 10 g to 2L of clean
4. The school has secured sufficient supply or disinfection materials for strategic school locations.
5. The school has ensured PPE requirements, specifications, and standards for different types of COVID-19 management activi
accordance with DOH DM 2020-0776A.
II. COVID-l9 CASE MANAGEMENTS
1. The school has developed strategies to prevent COVID19.
a. Conduct hand hygiene and temperature checks using a thermal scanner prior to entering the school
b. Availability
disease of surgical face masks and school clinic for further assessment of anyone who will show symptoms of COVID-19
(e.g., measles)

2. The school has identified strategies to detect COVID-19.


a. Cooperation with the local health authorities in the tracing and quarantine of close contacts of confirmed cases of COVID-19
consistent with DOH guidelines
3. The school has developed strategies to isolate and treat COVID19.
a. Designation of rooms for isolation of students and personnel with fever and flu-like symptoms near the entrances
b. Immediate isolation and referral of the personnel/s or learner/s who show COVID-19 symptoms based on the severity for p
management and appropriate testing
4. The school has developed strategies for providing psychosocial support to the learners, teachers, and personnel,
a. Allotment of time and preparation of modules on Mental Health to be facilitated by their respective classroom advisers
designated teachers
b. Engagement of parents, guardians, or any care providers of learners in taking care of mental health and creating a
positive environment
c. Strict adherence to Republic Act No.10173 or the Data Privacy Act of 2012 in the provision of mental health services and ref
5. The school has established a clear procedure of referral system for COVID-l9 confirmed and suspected personnel and learne
a. Communication plan which includes a referral system for COVID-19 confirmed and suspected personnel and learners
b. Flow chart of the referral system
6. The school has established a clear contact tracing and quarantine system for close contacts with COVID-19 confirmed positi
a. Communication plan which includes notification of family/parent(s)/guardian(s) of the concerned learner/s
b. Flow chart of the contact tracing and quarantine system
c. Contingency plan for school lockdown
III. INCLUDING THE MOST MARGINALIZED
1. The school has identified learners who are most vulnerable and disadvantaged in terms of access to learning as indicated in
eligibility of learners, such as inclusion of:
a. indigent children
b. out-of-school youth
c. physically and mentally handicapped
d. low resourced students
e. abandoned and neglected children
f. street children
2. The school has identified learners who are most vulnerable and disadvantaged in terms of access to learning as indicated in
eligibility of learners, such as inclusion of:
a. Ensured that parents/guardians of learners are informed that his/her child has their own assistive device during face-to-face
3. The school has developed learning strategies to cater the needs of the marginalized learners such as modules in braille,
mother-tongue languages, and usage of Filipino Sign Language.
4. The school has ensured participation in school-based services which includes but are not limited to feeding and nutrition pr
immunizations, Mental Health and Psychosocial Support (MHPSS), prevention of Violence against Children (VAC)
(i.e., bullying from social stigma), and other health services.
5. The school has established close coordination with the Department of Social Welfare and Development (DSWD) Case Mana
of those Learners who are marginalized; Other partner agencies and organizations such as National Council on Disability Affair
6. The school has coordinated with their respective local government units with the implementation of routine school-based
immunization (SBI) and other school health-related services such as but not limited to deworming and weekly iron-folate
acid supplementation (WIFA).
HOME-SCHOOL COORDINATION
INDICATORS

1. The school has developed a plan in coordinating with the Barangay Local Government Unit (BLGU) or the Barangay Health
Emergency Response Team (BHERT) in ensuring that protocols are observed properly.
2. The school has developed a strategy for orienting parents on health protocols and safety measures.
3. The school has identified a designated waiting area with proper ventilation for parents/guardians.
16-22 years

n for face-to-face, expansion, and transitioning to new normal.


ts. Use the Likert Scale below.

Descriptions
the preparation of the schools concerning the following statement.
preparation of the schools concerning the following statements.
preparation of the schools concerning the following statements.
the preparation of the schools concerning the following statements.

OPERATIONS
4 3 2 1
(SA) (A) (D) (SD)

olution or a letter of support.


mited face-to-face classes.
tandards

nd routines

ork Arrangement

COVID-l9 transmission to the learners


g inside the classroom.
ill be placed for disinfection

d Braille, and mechanisms to

ng& and queuing).

-teaching personnel, and school visitors.

g effective implementation of the school's


tion of limited face-to-face classes

equipment
d masks, in non-contact receptacles

non-teaching personnel,
hanisms, and procedures

hat connects and coordinates to the

d for the reopening of the school

he school in case of COVID-l9

For close contacts:

of negative test result


omplete vaccination:
and remained

ntil the local authorities

4 3 2 1
(SA) (A) (D) (SD)

sses.

asses’ arrangement and distance


of the face-to-face classes,

ed public transportation

earners are exhibiting


will revert to full distance learning.
k and instructional support for
er related tasks after face-to-face

oup work or activities that will require


sports festivals, and flag ceremonies).

better quality basic education services.


ment for the learners is in observance

4 3 2 1
(SA) (A) (D) (SD)

rs and school personnel.


ears for learners.
he Philippine Food

or 2 g to 2L of clean water for regular


chlorine or 10 g to 2L of clean water
s.
COVID-19 management activities in

school
show symptoms of COVID-19

f confirmed cases of COVID-19

s near the entrances


ms based on the severity for proper

ers, and personnel,


ective classroom advisers

health and creating a


mental health services and referral
uspected personnel and learners,
personnel and learners

ith COVID-19 confirmed positive cases,


ned learner/s

ess to learning as indicated in the

ess to learning as indicated in the

tive device during face-to-face classes


uch as modules in braille,

ed to feeding and nutrition programs,


t Children (VAC)

elopment (DSWD) Case Managers


nal Council on Disability Affairs (NCDA).
tion of routine school-based
ng and weekly iron-folate

4 3 2 1
(SA) (A) (D) (SD)
LGU) or the Barangay Health

sures.
ans.
Statement of the Problem

This study aimed to know the public school teachers' perception of the preparation for face-to-face, expansion and transitioni
1. What is the demographic profile of the respondents in terms of:
1.1. age;
1.2. sex;
1.3. teaching experience; and
1.4. school?

2. What is the respondents’ level of agreement on the preparedness of public schools for the pilot face-to-face in terms of:
2.1. managing school operations;
2.1.1. shared responsibility;
2.1.2. alternative work arrangement;
2.1.3. classroom layout and structure;
2.1.4. school traffic and management;
2.1.5. protective measures, hygiene practices and safety procedures;
2.1.6. communication strategy;
2.1.7. contingency plan;

2.2. focusing on teaching and learning;


2.2.1. learning resources;
2.2.2. limited face to face;
2.2.3. teacher support;

2.3. well-being and protection;


2.3.1. personal protective equipment;
2.3.2. COVID-19 case management;
2.3.3 including the most marginalized; and

2.4. home-school coordination?

3. Is there a significant difference between the respondents’ perception on their preparedness in face-to-face classes when gr
ent of the Problem

ace, expansion and transitioning to new normal.

ot face-to-face in terms of:

n face-to-face classes when grouped according to their profile?

Das könnte Ihnen auch gefallen