Abstract
This study investigates the application of online training to the execution of tasks by primary teachers in the Schools Division of Marinduque. With the rapid shift to remote learning due to the COVID-19 pandemic, the Department of Education (DepEd) has implemented various online training programs to support teachers in adapting to new educational modalities. This study aimed to determine the online training attended by teachers in five domains: methodology of teaching, assessment of learning, instructional delivery, preparation of learning materials, and content development. Additionally, it assessed the level of application of the learning gained in these domains, examined the perceived effects of the training, identified additional training needs, and proposed an intervention plan to enhance teachers' instructional practices. A descriptive quantitative research methodology was employed, utilizing a total enumeration sampling approach. The study involved 70 primary school teachers from 18 selected elementary schools in the Schools Division of Marinduque. Data were collected through a researcher-made questionnaire, validated by experts, and analyzed using frequency, percentage, mean, standard deviation, and variance index. Results revealed that most teachers participated in DepEd-organized training programs, with the Learning Delivery Modalities (LDM) for Teachers Course having the highest participation rate. Teachers reported varying application levels of their acquired knowledge, with high application observed in instructional delivery and content development. However, gaps were identified in assessment practices and digital literacy skills, highlighting the need for targeted training. Findings indicate that while online training has significantly contributed to enhancing teachers' competencies, additional support is necessary to bridge the gap between training and practical application. The study recommends a structured intervention plan to improve teaching practices by aligning professional development programs with teachers' specific needs. By addressing these gaps, the study aims to support the continuous professional growth of teachers and improve learning outcomes in the Schools Division of Marinduque.
