Insights of teachers in the implementation of the national learning camp

This study examined teachers' views on National Learning Camp implementation. As required by DepEd Order 14, Series 2013, the NLC supports teachers as implementers by giving direct experiences and insights. The researcher examined instructors' NLC preparedness, teaching material utilization, and obstacles. The purpose was to offer insights into program implementation and suggest a learning session guide to improve it. We used a mixed method approach, combining qualitative and quantitative methods. A quantitative method was used to assess teachers' readiness, their assessment of the NLC's effectiveness, teacher-volunteers' challenges, and teachers' responses to those challenges. A qualitative method was used to assess teacher-respondents' insights, ideas, feelings, and observations about the NLC's implementation. The NLC improved participants' learning ability in multiple categories, according to the study. The program promotes frequent student involvement, attendance, stakeholder collaboration, school partner collaboration, and numeracy and literacy skill development. Knowledge, skills, and attitudes training have also made instructors well-equipped to administer the activities. They prepared instructional spaces, facilities, materials, resources, and assessments. Teachers' experiences, observations, and ideas also help the curriculum achieve its aims. However, limited time, absence of developmentally appropriate instructional materials and NLC-related training, limited stakeholder support and money, and passive engagement of some parents made NLC implementation difficult. Thus, instructors have used developmentally appropriate instructional activities, frequent attendance at scheduled events, constant follow-ups with learners, and stakeholder participation to ensure program effectiveness. Technology enhances learning and teaching. The study also suggests learning session guidelines for successful and engaged learning.