The Instructional Readiness of the Teachers in the Implementation of the National Learning Camp in the Public Elementary Schools of Tagkawayan District II, Division of Quezon

Abstract

The National Learning Camp (NLC) was scheduled during the 2022–2023 End-of-School Year (EOSY) break in support of the MATATAG Basic Education Agenda and as a sub-program under the National Learning Recovery Program (NLRP) designed to alleviate learning loss. The NLC aimed to create a camp-like atmosphere by integrating fun and engaging activities to foster learner interests, socio-emotional skills, personal growth, and character development. DepEd underscored the need for a learning recovery program such as the NLC to address “learning losses” arising from the Covid-19 pandemic, among others. Moreover, DepEd also repealed its policy on the delivery of remedial and advancement classes during summer vacation, realizing the critical importance of "catering to the diverse needs of learners and empowering teachers with effective teaching strategies" through learning action cells (LACs) and job-embedded learning.
An important factor to consider while encouraging the teaching during the National Learning Camp to elementary school learners is the preparation of the teachers. The degree of a teacher's readiness for NLC can be determined by the following criteria: Professional knowledge, Professional Practice, Professional Engagement, and Self-management. Readiness of teachers is a combination of professionally significant knowledge and skills, as well as a focused expression of personality, including internal prerequisites for the teacher's activities using innovative technologies in the educational process. The teacher's effectiveness and his intent on raising his professional level are related through the personal phenomena of the indicated readiness.