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Abstract
This study assessed the level of readiness of English teachers in the Modular Instructional Delivery amidst this Covid-19 pandemic. Specifically, it described the levels of readiness of the respondents in the modular instructional delivery when grouped according to their profile variables based on the four domains: psycho-emotional readiness, intellectual readiness, financial readiness, and motivational readiness. The study utilized the quantitative-descriptive survey method. A total of 164 English teacher respondents in the ten identified elementary central schools of Siargao Division were chosen to answer the researcher-made questionnaire to assess their level of readiness in the modular instructional delivery. The statistical tools used in the study were Frequency count and percentage distribution, Mean and Standard Deviation, Point Biserial Correlation, Spearman Rank Correlation, Pearson Product Moment Correlation, and One-Way Analysis of Variance (ANOVA) for Repeated Measures with Bonferroni Post Hoc Test. This study revealed that the respondents were mostly married females who are 50-59 years old and have been teaching for at least 21 years with master’s units and with intermediate computer competence. Results showed that there was a significant relationship between the respondent’s profile and their level of readiness in modular instructional delivery. Also, there was a significant difference in the respondents’ level of readiness in the modular instructional delivery among the four readiness factors. Based on the findings, this study concluded that the English teachers in Siargao Division were experienced but with intermediate computer competence; The respondents were not psycho-emotionally and financially; however, they were intellectually and motivationally ready; and among the four factors, the motivational factor was the strength and psycho-emotional was the weakest.
