Rhozel G. Mendoza (Author)

Abstract

The primary education years are pivotal for a child’s overall academic and holistic growth. However, the COVID-19 pandemic has severely disrupted educational progress, exacerbating existing challenges in literacy and numeracy. This study explores the preparedness of primary grade school teachers in Cabucgayan, Biliran Province, for implementing the Key Stage 1 Foundation for Effective Learning Transitions (K-3 FELT) Project, part of the National Learning Recovery Program. The study employed a mixed-methods approach, utilizing surveys and interviews with primary grade school teachers. The findings indicate a high overall preparedness among teachers, particularly in engaging students and adapting instructional strategies. To improve the effectiveness of the K-3 FELT Project, it is recommended that a structured and ongoing professional development program be established, focusing on practical classroom applications and resource utilization, to better support teachers in their roles.

Keywords: Key Stage 1 Foundation, Effective Learning Transitions, National Leaning Recovery Program, DepED Biliran Division, mixed method, primary education

DOI: http://doi.org/10.69651/PIJHSS0403467

Recommended citation:

Mendoza, R. G. (2025). Preparedness of primary grade school teachers on the Key Stage 1 Foundation for Effective Learning Transitions project: Basis for enhanced curricular implementation. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 5036-5048. http://doi.org/10.69651/PIJHSS0403467

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