Implementation of Flexible Blended Learning and Educational Practices of Public Secondary School Teachers

The study aimed to determine the extent of implementation of flexible blended learning and the extent of educational practices of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public secondary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the implementation of flexible blended learning was extensive while the extent of educational practices of public secondary school teachers was also extensive. Moreover, the overall results disclosed that indicators for the implementation of flexible blended learning were positively correlated to the educational practices of public secondary school teachers. Further, results from the regression analysis revealed the following have a strong influence of implementation of flexible blended learning on the educational practices of public secondary school teachers: planning, instructional methods/strategies, management, and assessment and evaluation. It is recommended that the Department of Education (DepEd) must put in place well-defined policies and rules that are consonant with the national education agenda and respond to the issues of teachers and learners. Sufficient funds must be provided to build digital infrastructure, purchase required technology, and offer internet access, especially in far-flung and disadvantaged communities.