TEACHING BEHIND BARS: CHALLENGES EXPERIENCED BY EDUCATIONAL PERSONNEL AS BASIS FOR CRAFTING AN INSTRUCTIONAL SUPPORT PROGRAM

This study determined the challenges experienced by educational personnel in delivering educational services at New Bilibid Prison, Muntinlupa City, as a basis for developing an Instructional Support Program. It employed a quantitative descriptive-comparative design. From a population of 98 authorized educational personnel, 79 respondents were selected through proportionate stratified sampling across the Minimum, Medium, and Maximum Security Compounds. Data were gathered using a researcher-made questionnaire subjected to expert validation and pilot testing. Frequency, percentage, weighted mean, ranking, one-way analysis of variance (ANOVA), and Tukey’s Honestly Significant Difference test were used at the 0.05 level of significance. Instructional resources were the most prevalent challenge (WM = 3.19), followed by security and operational procedures (WM = 2.55) and professional development opportunities (WM = 2.52). Learner-related factors (WM = 2.50), learning environment (WM = 2.39), and institutional and administrative support (WM = 2.23) were rated lower overall. The grand weighted mean of 2.56 indicated a serious overall challenge. Ratings did not differ significantly by job status or years of instructional experience. Differences by security compound occurred in instructional resources, security and operational procedures, and professional development; differences by educational level/program handled occurred in instructional resources and institutional support. The study concludes that resource access, security-compatible instructional continuity, and relevant professional development should be prioritized. A six-component Instructional Support Program is proposed. The study describes reported challenges and does not test the program’s effectiveness.