Implementation of the Department of Education’s Language Programs for Public Elementary Schools

This study assessed the extent of implementation of DepEd’s language programs in the elementary schools in the Division of Samar as basis for a learning and development scheme.  This study used the descriptive-correlation method of research.  The respondents of the study were 282 elementary school heads, and 282 teachers of elementary schools in the Division of Samar. Frequency counts, percentages, means, Pearson r, Eta Correlation and t-test test for independent samples were the statistical tools used.  Likewise, to treat the qualitative data derived from the focus group discussion (FGD), NVIVO application was utilized. The teacher respondents in this study, as well as the elementary school heads, perceived that two (2) of the DepEd’s language programs were fully implemented.  These were MTB-MLE with a mean of 4.56 (teachers’) and 4.51 (school heads’); and ELLN with a mean of 4.50 (teachers’) and 4.21 (school heads’). In the correlations established between the school heads profile variables and their perceptions on language program implementation not one was significantly related. There was a significant relationship between the teachers’ and school heads’ perceptions on the extent of implementation of language programs. On the issues and challenges encountered by school heads on the implementation of DepEd’s language programs the following themes emerged: language programs not properly implemented or introduced, no appropriate training for teachers, no monitoring and evaluation of the programs, language and other programs overlap, and lack of instructional materials.