PROBLEMS MET ON MODULAR DISTANCE LEARNING TOWARDS OBSERVANCE OF THE EIGHT ROLES OF TEACHERS: AN ACTION PLAN

The main thrust of this study was to determine the relationship between the problems encountered in modular distance learning and the observance of the eight roles of teachers in the public elementary schools of Sagbayan District, Sagbayan, Bohol for the School Year 2022–2023. This study was conducted in response to the sudden changes in the educational system, which redefined the role of teachers from facilitators of learning to information providers. It aimed to determine whether the challenges brought about by modular learning delivery had any impact on how teachers performed their professional roles. The respondents of the study were all public elementary school teachers in the Sagbayan District. The researcher utilized a descriptive survey method with a researcher-made questionnaire as the primary data collection tool. The questionnaire was composed of three parts: the profile of respondents in terms of age, sex, and length of service; the problems met in modular distance learning; and the observance of the eight roles of teachers. Data were analyzed using simple percentage, weighted mean, Chi-square, and Pearson Product-Moment Correlation. Based on the findings, the study revealed that there was no significant relationship between the problems encountered in modular distance learning and the observance of the eight roles of teachers. This indicates that despite the challenges, teachers continued to fulfill their roles effectively and adaptively. The study concludes that teachers’ professional responsibilities remain consistent regardless of the problems faced in modular learning implementation. However, it is recommended that the Department of Education and school administrators provide training programs on the eight roles of teachers during times of crisis, as such topics are often not addressed in pre-service education.