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Abstract
In response to the global pandemic, the modular approach has become a widely adopted, cost-effective alternative learning method. This study examined the preparation, commitment, and resilience of Senior High School teachers and administrators in Consolacion, Cebu, and explored how these factors influenced their perceptions of modular learning. Findings indicate that both groups demonstrated high levels of commitment and resilience, with teachers attributing their resilience to a sense of duty as front-liners and strong support from stakeholders. Notably, differences in preparedness were observed: administrators' higher resource access did not predict teachers’ preparedness, but teachers’ preparation significantly correlated with their resilience. Key challenges included inconsistent support from home tutors and limited resources for module distribution. These results highlight the need for enhanced support systems to address barriers and sustain educators' commitment to modular learning.
