Abstract
This study focused on the challenges and intricacies of delivering Most Essential Learning Competencies (MELCs) in Science, Mathematics, and English as a basis for intervention in improving assessment results in the Program for International Assessment (PISA). The study was conducted in Sergio Osmeña Sr. High School, District I, in Quezon City using purposeful random sampling. A researcher-made survey questionnaire, which underwent validity and reliability testing, was used. The items were aligned with DepEd Orders and consisted of three parts: (1) socio-demographic, (2) teachers' understanding rated on a 5-point Likert scale, and (3) a questionnaire about challenges encountered and how they coped. Data collected showed that Science, English, and Mathematics teachers understood the implementation of MELCs. The challenges can be categorized into two major themes: teacher-in-control challenges, which include Pedagogy, Modules, and Attitude towards studying, and teacher-not-in-control challenges, which include Definitive budget of work, Poor internet connection, and Resources. Teachers' coping strategies are also grouped into two themes: self-directed learning, which involves Attending Webinars, Doing Self-Research, and Intensive Intervention, and collaborative learning, which includes Coaching and Mentoring, Integrating Technology in delivering MELCs, and Integrative Assessment. The study employed mixed methods involving quantitative descriptive statistics and qualitative thematic analysis to examine teacher experiences and identify effective interventions for professional development programs. Findings revealed that professional learning competencies include adaptive teaching-learning skills, adaptive parenting, and collaborative teaching-learning skills. Moreover, teachers are still irreplaceable in the digital times. For future study, researchers should use triangulation of data, which may include teachers' responses, students' responses, and COT-RPMS results.
