Hybrid Blended Learning Implementation, Teachers’ Competencies and Self-Efficacy at the Public Secondary Schools in the Division of General Trias City: Basis for Instructional Delivery Framework

Hybrid blended learning has transformed contemporary teaching and learning practices by integrating traditional and digital pedagogical approaches. Provided this, this study aims to assess the status of hybrid blended learning implementation in public secondary schools in the Division of General Trias City and to examine the relationships among teacher profiles, competencies, and self-efficacy in this modality. A total of 255 public secondary school teachers participated in the survey, selected through proportional stratified random sampling. The study employed a descriptive correlational research design, utilizing a survey questionnaire composed of both adapted and researcher-made items. Quantitative data were analyzed using frequency counts, weighted median, Kruskal-Wallis ANOVA, Mann-Whitney U-Test, and Spearman Rank Correlation. Results revealed an excellent level of hybrid blended learning implementation across all domains—learner and parent support, teacher support, instructional planning, technology support, and assessment and feedback. Teachers demonstrated high levels of competency in technological skills, online integration, and personalization, as well as strong self-efficacy in instructional strategies, classroom management, and student engagement. Findings further indicated that the status of implementation was not significantly affected by teacher profile, though age and area of specialization influenced competencies and self-efficacy, respectively. Serious problems encountered included increased workload, time constraints, and connectivity issues. As an output, the study proposes a set of policy and program recommendations to strengthen the effective implementation of hybrid blended learning in public secondary education.