Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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Volume 7 Issue 2
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Remote Instructional Delivery Competencies in Elementary Public Schools: a Tpack-oriented Enhancement Plan

Author(s) Ms. MARIEVEL V MORTEJO, Ms. MARYBETH P RABUYA, Ms. MAIDALYN M SAYLON, Ms. ANA LIZA A LUCERO, Ms. KARLYL C RUIZ, Ms. NAIDA D MATA
Country Philippines
Abstract This study investigated the demographic characteristics, professional development experiences, and Remote Instructional Delivery (RID) competencies of elementary school teachers in the Carmen 2 District, Bohol, during the 2025–2026 academic year. The research aimed to assess the preparedness of teachers to ensure instructional continuity and quality learning outcomes in the context of the new normal. Employing a descriptive-correlational research design with a quantitative methodology, data were collected from 100 teacher-respondents across five public elementary schools using a structured questionnaire based on the TPACK framework.
Analysis revealed that the majority of participants were female (92%), aged 26–45, with 5–15 years of teaching experience, and held either bachelor’s or master’s degrees. Most teachers actively participated in professional development programs focused on digital literacy, online teaching strategies, and remote classroom management. The study found that teachers demonstrated high competence in integrating content knowledge, pedagogy, and technology in planning and delivering lessons, managing online classroom interactions, assessing learning outcomes, and adapting instructional strategies for modular and online learning formats.
Correlation analysis showed a significant positive relationship between participation in professional development programs and teachers’ proficiency in RID practices, highlighting the critical role of targeted training in enhancing instructional effectiveness. Moreover, the implementation of teacher-led initiatives, supported by school administrators through the Learning Continuity Plan (LCP), facilitated the achievement of the Most Essential Learning Competencies (MELCs) and contributed to sustaining educational delivery during school disruptions.
These findings underscore the need for continuous, structured professional development programs that strengthen teachers’ TPACK competencies and their adaptability in remote and blended learning contexts. The study provides practical implications for school leaders and policymakers in designing enhancement plans that support teacher readiness, improve instructional delivery, and ensure quality education in evolving learning environments.
Keywords remote instructional delivery, learning continuity plan, teacher professional development, TPACK framework, modular learning, new normal education, Carmen 2 District
Field Sociology > Education
Published In Volume 7, Issue 2, March-April 2026
Published On 2026-03-24
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E-ISSN 3048-7641
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