Sheryl B. Velasquez and Sonia S. Carbonell (Authors)
Abstract
This study aimed to determine the K to 3 teachers’ utilization and challenges while implementing the Learning Resource Management Development System in Daet South District elementary schools for the school year 2021-2022 as a basis for designing LRMDS training materials. Specifically, it sought to answer the following questions: 1) What is the profile of Daet South District K to 3 teachers in terms of age, sex, civil status, educational attainment, position, and length of service? 2) What is the K to 3 teachers’ level of utilization on the implementation of the Learning Resource Management Development System (LRMDS) in Daet South District in terms of guidelines and policies, procedures and methods for resource development, c. technical and professional support from experts and evaluation and monitoring of developed resources? 3) Is there a significant relationship between the K to 3 teachers’ utilization of the Learning Resource Management Development System (LRMDS) and their profile? 4.) What challenges and opportunities are encountered by the K to 3 teachers in utilizing the Learning Resource Management Development System (LRMDS)? 5) What intervention may be proposed to enhance the utilization of the LRMDS of K to 3 teachers? The greater number of the respondents, belong to the age bracket of 46-50 years old; all were female teachers, married, and attained bachelor’s degrees. Teacher III is in position and has 21-25 years in service. The respondents are sufficiently engaged in LRMDS in the contexts of guidelines and procedures, were sufficiently engaged in the procedures and methods for resource development, highly engaged in the technical and professional support from experts. The respondents were sufficiently engaged in evaluating and monitoring developed resources. The profile in terms of position and level of utilization of LRMDS, along with technical and professional support, obtained a significant relationship. Likewise, the profile in terms of age and the level of utilization, along with evaluation and monitoring of the developed resources, obtained a significant relationship. In terms of LRMDS, the leading challenge was time constraints, rigorous quality assurance process, limited funds provided by external experts, limited time to sustain the evaluation and monitoring of learning resources. The findings showed that the leading opportunities in LRMDS utilization perceived by the respondents were enhanced ability to pilot new learning resources, improved competence in utilizing technology in learning resource production, enhanced research-based practices in LRMDS and enhanced quality assurance of learning resources. This intervention program was also designed to address the four major challenges in LRMDS. A greater number of the respondents are female, old adult teachers with bachelor’s degrees, Higher teaching positions, and ample years of experience in teaching. In general, the teachers have an average or adequate level of participation in LRMDS. Teachers’ profiles in terms of position, age, and length of service established connections with their engagement in LRMDS, However, their civil status and educational attainment do not correlate with their LRMDS practices. The LRMDS engagement of the teachers is challenged mostly by time constraints or limited time to execute multiple LRMDS-related tasks, rigorous and difficult processes of quality assurance, limited funds provided by external experts, and limited time to sustain evaluation and monitoring of learning resources.; However, teachers gain access to potential opportunities in LRMDS engagement in terms of enhanced ability to pilot new learning resources and materials in the classroom, improved competence in utilizing technology in learning resource production, enhanced research-based practices in LRMDS and enhanced quality assurance of learning resources. The proposed intervention program highlighted alternative practices and solutions to address hurdles in LRMDS teacher engagement. School leaders may identify the trends in teachers’ profiles that can serve as the basis for informed training in surveys on the factors affecting teachLRMDS; Teachers may conduct furtherers’ engagement in LRMDS. School leaders and academicians may implement further studies on teacher attributes that influence their LRMDS engagement.
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Keywords: K to 3 teachers, LMRDS, Daet South, Teachers’ utilization, Challenges, Implementation