Thesis Master of Arts in Education Major in Educational Management University of Rizal System Antipolo Campus 2024

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The study aimed to determine the perception of the teacher- respondents on the formative implementation of face-to-face classes in the public elementary schools in the City Schools Division of Antipolo. The study utilized a Quantitative research Design using a researcher-made questionnaire checklist to gather responses. The variables covered in this study are the profile of public elementary school teachers in the City Schools Division of Antipolo in terms of age, sex, civil status, highest educational attainment, position titles, and length of service in teaching. The perception of the respondents on formative implementation of face-to-face classes was measured based on the school facilities, teachers, learners, and learning activities, and materials. The questionnaire checklist was validated by ten (10) experts. Five (5) from graduate school, three (3) master teachers, and two (2) teacher experts from the public elementary schools in the city Schools Division of Antipolo. The study was conducted in the City Schools Division of Antipolo. The respondents were the two hundred one (201) randomly selected teachers from five (5) public elementary schools: Dela Paz Elementary School, San Isidro Elementary School, Mambugan II Elementary School, Nazarene Ville Elementary School, and Isaias S. Tapales Elementary School, who were randomly selected using the Three-Stage Random Sampling Technique. Findings revealed that most of the respondents of the study are 51 years old and above, female, and married. Most of them have earned their MA units, Teacher III and have been in the service for six to ten years. Additionally, the study found out that the perception of the respondents on formative implementation of face-to-face classes in the public elementary schools in the City Schools Division of Antipolo obtained a grand mean of 4.65, verbally interpreted as Very Much Implemented. The results also showed that there is no implementation of face-to-face classes in the public elementary schools in the City Schools Division of Antipolo with respect to the school facilities, teachers, learners, and learning activities and materials in terms of their profile. Apart from these, it was revealed in the study that five themes on the challenges of the teachers during the formative implementation of face-to-face classes were insufficient learning materials and resources, learner's absenteeism, misbehaving students, students' poor academic performance, and a large number of non-readers. In light of the findings of the study, the researcher came up with the proposed program plan on the readiness of teachers during the face-to-face classes which focuses on the Weekly Home Learning Plan (WHLP), Wash IN Schools (WINS) Program, and reading intervention that is essential for ensuring effective teaching and learning, promoting hygiene and sanitation in schools, and addressing the needs of students with reading difficulties. In summary, creating research about the perception of teachers on formative implementation of face-to-face classes after the pandemic is important because it allows for a deeper understanding of the long-term impact of the pandemic, informs future planning and preparedness, contributes to the improvement of the education system, and addresses the well-being of teachers. By studying their perceptions at this stage, researchers can capture valuable insights that can shape policies, interventions, and support systems for the benefit of teachers and students alike.