Abstract
This quantitative descriptive-correlational research aimed to describe teachers’ knowledge, skills, and attitude of the Junior High School department at Lemery National High School (LNHS) on the implementation of flexible teaching and learning. The dependent variable are teachers’ knowledge, skills, and attitudes. The independent variables are the personal factors namely: age, civil status, number of years in the teaching profession, and educational attainment. The study utilized the forty-three (43) in-service junior high school teachers of LNHS using a researcher-made questionnaire. Based on the statistical findings of the study, the implementation of flexible teaching and learning, the level of teachers’ knowledge when taken as a whole is “Above Average” (M= 4.18). When grouped according to age, teachers who are 40 years old and above have a “High” result (M=4.22) as compared with those teachers belonging to 20 to 39 years old. When grouped according to sex, male respondents showed a “High” result (M=4.22) as compared with female respondents. When grouped according to number of years in the teaching profession, whether coming from below 10 years and above 10 years, both categories showed an “Above Average” result (M= 4.20 and M=4.15). Finally, when grouped according to position/rank, Master Teachers showed a “High” result (M=4.50). When taken as a whole and when grouped according to age, sex, number of years in the teaching profession, and positions/rank, the level teachers’ skills are “Very Good” (M=3.90). In the implementation of flexible teaching and learning, the level of teacher’s attitude is “Positive” when taken as a whole and when grouped according to age, sex, number of years in the teaching profession, and position/rank. There is no significant difference in the level of teachers’ knowledge, skills, and attitudes as a whole and when classified according to age, sex, number of years in the teaching, and position/rank towards the implementation of flexible teaching and learning. Finally, there is a significant relationship in the level of teachers’ knowledge, skills, and attitudes in the implementation of flexible teaching and learning.
