INTERNATIONAL JOURNAL OF SCIENTIFIC DEVELOPMENT AND RESEARCH International Peer Reviewed & Refereed Journals, Open Access Journal ISSN Approved Journal No: 2455-2631 | Impact factor: 8.15 | ESTD Year: 2016
open access , Peer-reviewed, and Refereed Journals, Impact factor 8.15
Status and Readiness of a Public Elementary School in the Implementation of Limited Face-to-Face Classes
Authors Name:
Selfa Pilapil-Pimentel
, Susan S. Janer
Unique Id:
IJSDR2301116
Published In:
Volume 8 Issue 1, January-2023
Abstract:
This study aimed to determine the status and readiness of the public elementary schools in Sorsogon City Division in the implementation of limited face-to-face classes during the academic year 2021-2022. It utilized a descriptive qualitative research design. Teachers and administrators were the informants of the present study. There were three teachers who were interviewed and they were designated as grade chairmen for Grades 1, 3 (primary level) and 4 (intermediate level). The school head the administrator was also interviewed. All in all, there were four interviewees for this present study. Relevant data from this research was extracted from the series of documentary analysis conducted. Interview with teachers, parents, and administrators was done to supply the needed qualitative data. The status of the schools in managing its operations along shared responsibility, alternative work arrangement, classroom layout and structure, school traffic management, protective measures, hygiene practices, safety procedures, communication strategy, and contingency plan were evident but there are gaps to consider to fully comply to the standards set by SSAT. The status of the school in terms of focus on teaching and learning along with learning resources, limited face-to-face classes and teacher support were evident. The status of the school in terms of well-being and protection along personal protective equipment, COVID-19 case management, and including the most marginalized was also evident; however, no school clinic and health staff was placed exclusive for the school. The status of the school in terms of home-school coordination was evident. The school was ready for the limited face-to-face classes while several gaps has to be fulfilled to fully comply to the standards set by the SSAT. A proposed output is made to improve COVID-19 response and health services in public elementary schools. School may install exhaust fans and HEPA filters guided by DOLE Department Order No.224-221 Guidelines on Ventilation for Workplaces and public Transport; install water supply and develop a communication plan. The school may keep profile of every learner through ICT intervention and provide an appropriate learning development support plan in the delivery of better-quality basic education services. The school may establish/refurbish a school clinic to provide basic health services to all school-goers, such as: health assessment and physical examination, as needed; appropriate intervention, first aid, or treatment; proper management of symptoms, including rest at home; and referral and follow-up of learners, teachers, and personnel to appropriate facilities. The school may develop a plan for coordination with the Barangay Local Government Unit (BLGU) or the Barangay Health Emergency Response Team (BHERT) in ensuring that protocols are observed properly. The school may determine gaps and challenges that confront them to fully comply with the SSAT. The school may consider the proposed output of this study to improve COVID-19 response and health services in public elementary schools.
Keywords:
Status, Readiness, Implementation of the Limited Face-to-Face Classes
Cite Article:
"Status and Readiness of a Public Elementary School in the Implementation of Limited Face-to-Face Classes", International Journal of Science & Engineering Development Research (www.ijsdr.org), ISSN:2455-2631, Vol.8, Issue 1, page no.698 - 713, January-2023, Available :http://www.ijsdr.org/papers/IJSDR2301116.pdf
Downloads:
000337070
Publication Details:
Published Paper ID: IJSDR2301116
Registration ID:203543
Published In: Volume 8 Issue 1, January-2023
DOI (Digital Object Identifier):
Page No: 698 - 713
Publisher: IJSDR | www.ijsdr.org
ISSN Number: 2455-2631
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