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Abstract
The study investigated the relationship between the implementation of the Basic Education Learning Continuity Plan (BE-LCP) in CALABARZON's local government units (LGUs) and school performance, focusing on curriculum implementation, challenges faced, and coping strategies. It employed a descriptive-causal comparative-correlational design, involving school heads, coordinators, and data collection through questionnaires and retrieval forms. The researchers used a stratified random sampling technique in the selection of the research samples. Moreover, the researchers used different statistical tools in treating the data, including the weighted mean, rank, ANOVA, and Spearman’s Rho.BE-LCP implementation involved teacher training, stakeholder alliances, parent involvement, learning space reconfiguration, and technology utilization. Results highlighted teacher-parent collaboration, encouragement for home study spaces, and preference for electronic lesson plans. Schools demonstrated strong leadership networks, localized curriculum, and improved resource management. Performance differences across CALABARZON were noted in leadership, governance, accountability, and resource management, but not in curriculum or instruction. The study found no significant relationship between BE-LCP extent and school performance in leadership, governance, accountability, or resource management. However, a notable relationship existed between curriculum/instruction and collaboration with stakeholders.
