Examining teachers’ roles in the implementation of the ‘’No Child Left Behind (NCLB) Policy’’ in the New Normal

This study examined the teachers’ role in the implementation of the No Child Left Behind policy in the new normal. It specifically looked into the extent of support of the school administration, the level of manifestation of perceived teachers’ role, its significant relationship as well as a proposed teaching-learning strategies to be advocated.Theories anchored on were the Theory Model of Public Policy Implementation, Self-Efficacy Theory and Experiential Learning Theory supplemented with the concepts of financial and technical support and implementing roles of the teachers manifested in teachers’ accountability, professionalism, classroom activities and remediation practices.The study used a descriptive-correlational research design involving 30 teachers from Las Nieves District I selected through purposive sampling. The instrument was validated and tested by Cronbach’s alpha. Data gathered were treated with weighted mean and correlation analysis. Findings showed a strong technical support and a moderate financial support. Results on the extent of implementation of the teachers’ roles in the NCLB policy was less evident in terms of professionalismbut moderately evident with accountability, classroom activities and remediation practices. It was also shown that there was a positive relationship between the technical support and the level of implementation of the NCLB roles of the teachers. In addition, classroom activities and remediation practices positively correlate with. financial support. Hence, the null hypothesis was rejected at 0.05 level of significance.