School’s Covid-19 Awareness, Preparedness and Challenges in Modular Distance

Learning Modality

Neniel Escatron Dumanjog, Teacher III

December 2020
 Abstract
In-service training is a fundamental aspect of the enhancement of teachers’
professionalism related to the teachers’ vision to improve the quality of their work.
Through in-service training, teachers can identify and evaluate critically the culture of
the school which can bring changes to the working culture.
This study was conducted in Dapa National High School, Dapa, Surigao del
Norte School Year 2019 – 2020. It focused on conducting the in-service training for
teachers in the table of specification making relative to constructing test questions. The
respondents were the 94 teachers of Dapa National High School. This study is limited to
the demographic profile of the teachers, the results of their pretest and posttest, and
evaluation assessment.
The researchers used a resource speaker-made questionnaire administered as
pretest and posttest. It is composed of 20 item questions. As to the
evaluation/assessment of training, a training evaluation form was used to determine the
total impact of the training. It was categorized into four (4) parts: I effectiveness, 2
content delivery, 3 engagement, and 4 resource speaker.
It clearly shows that in-service training is important for teachers in school as a
tool for professional development and to enhance their knowledge and quality of
teaching and learning. Teachers are facing new challenges and changes in the
education world and it’s important for teachers to equip themselves with new knowledge
and skills by attending in-service training in order for them to play an important and
effective role as an educator. Besides that, the effectiveness of in-service training is
important to ensure that the training is suitable and bring a positive effect to the
teachers. The effectiveness of the in-service training is influenced by the role of the
administrator, teacher’s attitude, needs analysis, and strategies used in the training
program.
It can be recommended that in-service training activities should be planned by
identifying teachers’ training needs, desires and expectations; should be carried out by
qualified experts; should be believed the professional and individual benefits of in-
service training.
Keywords: In-Service Training, Students’ Performance, Assessment of Learning
I. Introduction

Covid-19 pandemic greatly affected the educational system of DepEd. From a

regular face to face from the four corners of the classroom transforming it into a
distance learning. The Department also faces a number of security factors in these
times of uncertainty, including the need to address the climate of fear among students,
teachers, parents, and other stakeholders, to strengthen coordination and cooperation
at national and local levels, and to mobilize partnerships and its broad constituency for
support (DepEd Order 12, 2020). Thus, the Department of Education provides clear
guidance in all of the offices and developed a Basic Education Learning Continuity Plan
(BEC-LP). It is package of education interventions that will respond to basic education
challenges.
Department of Education recognizes that the quality of learning is greatly
influenced by the quality of teaching. It is imperative for the DepEd to hire good
teachers and to support their development in the teaching profession. Thus, In-service
training (INSET) is a school-based seminar-workshop regarding the needs of all
teachers in improving their teaching methods, classroom management, professional
growth and development, and knowledge and skills enhancement towards the
upliftment of student-centered learning (DepEd Order No. 35, s. 2016). It promotes the
continuous improvement of the total professional staff of the school system. However,
Teachers are used to coming to their career as teachers with little formal professional
training or experience. Lack of professional training and professional development of
teachers can be a key source for any dissatisfaction in the quality of their teaching to
form competent students with the necessary knowledge and skills in the different
subject matters. Consequently, this study aimed to assess the in-service training in
assessing the students’ performance through a case study for Dapa National High
School.
Nowadays, in-service training is being enhanced in the 21st century of teaching.
Studies prevailed on the importance of in-service training in various schools. According
to Kazmi, Pervez & Mumtaz (2011), in-service training for teachers enables the
teachers to be more systematic and logical in their teaching style. Adaptation of new
teaching strategies given more emphasis in every training attended by the teachers. It is
revealed in the study of Ekpoh, Oswald & Victoria (2013) that teachers who attended in-
service training perform effectively in their work concerning knowledge of the subject,
classroom management, teaching method, and assessment of students’ performance.
Both experienced and novice teachers might be in need for continuous teaching and
professional development training provided by the school. In-service training plays a
major role to improve the teachers’ performance in school (Jahangir, Saheen & Kazmi,
2012).
 Various studies revealed the importance of in-service training in the field of
education. Such programs will help teachers sharpen their teaching skills and deepen
and improve their knowledge in the subject matter they teach, and hence improve
assessing students’ learning and school’s education. Osamwony (2016) emphasized in
his study about the overview, problems of in-Service Education of Teachers. Similarly,
Omar (2014) discussed the effectiveness of in-service training in school according to
the needs of the teachers. Subsequently, this study is distinctly different from that will
use a case study. This will prevail the extent of conducting in-service training on
assessing the students’ performance through the table of specification making relative
to constructing questions. It will show how the demographic profile of the teachers differ
from their pretest and post-test results.
Thus, the researcher aims to assess the in-service training on assessing
students’ performance through a case study of Dapa National High School. This will
evaluate the effectiveness of the training and its effects on the teachers in their
teaching-learning process. It will address also the real situation of the school system
with regards to assessing the performance of the students. Specifically, it will find out
the needs for improvement and its extent of implementation.
Review of Related Literature
This part presents the review of related literature and studies that have important
contributions in the case study of In-Service Training on Assessing Students’
Performance. These are some of the supplemental information considered by the
researcher in the process of completing this study.
The needs of in-service training for teachers
In-service education is considered to develop teacher’s capabilities in the school
system and enterprise as a whole. The teachers are to perform their functions
effectively and efficiently; it becomes imperative for them to require training in new skills
especially in the 21st-century education dealing with modern methodology. The
teachers with a high level of quality educational attainment can be categorized as
standard teachers. As stated in the National Policy on Education (2014) emphasized
that no level of education can rise above the quality of its teachers.
Teachers' training and development can be perceived as systematic processes
designed to harness individual professional knowledge, skills, and attitudes to improve
the learning of students. These are very important aspects on the part of the teacher in
preparing programs, especially for those aspects of teaching that are more skilled-like in
their conception. But, there are many other important characteristics of teaching that
can only be developed through insightful strategies and experiences (Rahman, et al,
2011).
The National Policy on Education (2014, revised edition) highlighted the
significance of in-service training of teachers so that education can be favorably
engaged to fulfill national philosophy. Thus, the policy states that:
 “Teacher education will continue to take cognizance of changes in
methodology, and in the curriculum. Teachers’ will be regularly exposed
to innovations in their profession. In-service training will be developed as
an integral part of continuing teacher education. No matter the efficiency
of the pre-service training we give to teachers, there will necessarily be
areas of inadequacies. In-service education o teachers will continue to fill
these gaps e.g. for library services education, evaluation techniques,
Guidance, and counseling, etc, and will be systematically planned so that
successful attendance at a number of such courses will attract
incremental credits and/or count towards future advancement.”
This Policy emphasized the exposure of the teachers to some innovations of their
profession. Being an innovative teacher can be learned by upgrading the knowledge on
the advancement of the strategies in teaching. Through In-Service Training, teachers
can fill the gaps and can be more efficient in their respective areas of specialization.
Effectiveness of in-service training in school
Various studies cited the effectiveness measurement of INSET. According to
Ahmadi & Keshavarzi (2012), “effectiveness means to study In-Service training
programs in respect to their objectives, contents, performances, time, place and
motivation”. (p, 921). This is one way to address the need of the teachers in assessing
the performance of the student’s aspect that would be effective. Cimer et al (2010)
agreed on the five indicators that demonstrated the main characteristics of an effective
In-service training program. This includes careful planning of the training programs
based on accurate need assessment.
It is also very significant to match what the course offer with the need of
teachers. Teachers necessity to In-service training for their professional development.
Ozer (2004) added the needs, interests, and attitudes of teachers about professional
development and In-service training is the most important factor of effective In-service
training. Bunker (1977), cited in Ahmadi & Keshavarzi (2012), the studies which are
performed on teachers’ in-service training, show some evidence of their weaknesses.
These courses have been planned by people who are not teachers, and it is said these
people ignore teachers’ requirements and emotions in the plan.
On the other hand, there are some research findings that emphasized the critical
need for improvement of the INSET system and recommend the development of new
strategies. Plans and programs through which all teachers may gain the required skill
and knowledge (Gaberscek and Roeders 2013). Also, some research findings show that
in-service training plays little role in the professional development of teachers. For
professional development, research tells us that the training shall be extended beyond
the immediate needs of school and classroom practices (Day, 2006). On the other
hand, the effective delivery of In-Service training does not guarantee the implementation
of introduced ideas and theories in the classroom. “After the INSET, even though
teachers seem to understand the ideas well, they may not implement them in their
classrooms. Therefore, follow-up work to provide information on the implementation of
the ideas or approaches introduced in the INSET in schools could be an important
component” (Cimer et al, 2010: P 39)
Research Questions
This study sought to answer the following:
1. What is the demographic profile of the teacher-respondents in terms of the
following:
1.1 sex,
1.2 teaching position,
1.3 subject taught,
1.4 years in service,
1.5 highest educational attainment, and
1.6 Degree?
2. What is the performance of the teacher-respondents in pretest and posttest?
3. What is the level of assessment by the teachers in the training evaluation
during INSET in terms of;
3.1 Effectiveness,
3.2 Content Delivery
3.3 Engagement, and
3.4 Resource Speaker?

II. Scope and Limitation

This study was conducted in Dapa National High School, Dapa, Surigao del
Norte School Year 2019 – 2020. It focused on conducting the in-service training for
teachers in table of specification making relative to constructing test questions. The
respondents were the 94 teachers of Dapa National High School. This study is limited to
the demographic profile of the teachers, the results of their pretest and posttest and
evaluation assessment.
III. Research Methodology
This section includes the participants, data gathering method, research instrument,
and data analysis plan.
Research Design
This study used a descriptive quantitative case study. Descriptive evaluative
research was used as the study determined the prior and gained knowledge of teacher-
respondents during the In-Service Training.
Participants
Participants of the study are the teachers of Dapa National High School this School
Year 2019 – 2020 both Junior and Senior High School. There are ninety-four (94) total
number of teachers: seventy-five (75) JHS and nineteen (19) SHS.
 Table 1. Distribution of the Respondents
Department Frequency Percent
Academic 11 11.7
SHS
TVL 8 8.5
Mathematics 18 19.1
Science 8 8.4
Filipino 5 5.3
JHS AP/EsP 11 11.7
English 15 16.0
MAPEH 3 3.2
TLE 15 16.0
  Total 94 100

Data Gathering Method

The school conducted an in service training on Table of Specification’s making
relative to making questions. The data were gathered through the pretest and posttest
administered before and after the training. Another data gathered through assessment
evaluation after the whole duration of the training.
Research Instruments
The researchers used a resource speaker-made questionnaire administered as
pretest and posttest. It composed of 20 item questions. As to evaluation/assessment of
training, a training evaluation form was used to determine the total impact of the
training. It was categorized into four (4) parts: I effectiveness, 2 content delivery, 3
engagement and 4 resource speaker. These will be rated as (3) very much satisfied, (2)
some/neutral and (1) as not at all.
Likert Scale Rating
Number Range Descriptive Rating
3 2.35-3.00 Very Much Satisfied
2 1.68-2.34 Some/Neutral
1 1.00-1.67 Not at all

Data Analysis
To obtain the validity and reliability of the results of the study, appropriate
statistical tools were used.
 The following statistical tools were used in the study. To determine the level of
performance of the teachers’ mean percentage score was used. The mean percentage
score is the quotient of the raw score and the total number of points times 100%.
Their scores along the training and their scores in the pre – test – post test
results were interpreted using the DepEd proficiency descriptive rating:
Score Range Descriptive Rating
90 % and above Advanced (A)
85% - 89% Proficient (P)
80% - 84% Approaching Proficiency (AP)
75% - 79% Developing (D)
74% and below Beginning (B)
Analysis of Variance was used to examine if there is a significant difference
between the post-test performances of the teachers and their assessment on training
when they are group according to their profile. .
IV. Discussion of Results
This chapter presents and discusses the findings and conclusions of the study
based on the guide questions posted in part III of the research.

Findings
This part presents the findings of the study based on the problems.
Demographic Profile of the Respondents
Table 1 shows the demographic profile of the teacher-respondents in
Senior High School department of Dapa National High School.

Table 1. Profile of the SHS Department - Teachers

Profile of the Respondents Frequency Percent
Male 10 52.6
Sex Female 9 47.4
Total 19 100.0
Position Teacher I-III 19 100.0
 Years in Service 0-5 Years 19 100.0
College Graduate 8 42.1
Educational MA w/ units 8 42.1
Attainment MA CAR 3 15.8
Total 19 100.0
Education Graduate 9 47.4
Degree Non-Education Graduate 10 52.6
Total 19 100.0

It shows that Senior High School Department is dominated by Male teachers. All
teachers are in the Teacher I-III position. They are also sophomores in the field of
teaching. Their educational attainment is mostly College graduate and MA w/ CAR with
both 8 frequencies. Lastly, 10 teachers are non-education graduates while 8 only are
education graduates.
Table 2 shows the demographic profile of the teacher-respondents in Junior High
School department of Dapa National High School.
Table 2. Profile of the JHS Department - Teachers
Profile of the Respondents Frequency Percent
Male 4 22.2
Sex Female 14 77.8
Total 18 100.0
Teacher I-III 17 94.4
Position Master Teacher I 1 5.6
Total 18 100.0
0-5 Years 14 77.8
6-10 Years 1 5.6
Years in Service
11-15 Years 3 16.7
Mathematics
Total 18 100.0
College Graduate 14 77.8
Educational MA w/ Units 2 11.1
Attainment MA CAR 2 11.1
Total 18 100.0
Education Graduate 17 94.4
Non-Education 1 5.6
Degree
Graduate
Total 18 100.0
Aral. Pan/EsP Male 4 40.0
Sex Female 6 60.0
Total 10 100.0
Position Teacher I-III 10 100.0
Years in Service 0-5 Years 9 90.0
6-10 Years 1 10.0
 Total 10 100.0
College Graduate 8 80.0
Educational MA w/ Units 1 10.0
Attainment MA CAR 1 10.0
Total 10 100.0
Education Graduate 2 20.0
Non-Education
Degree 8 80.0
Graduate
Total 10 100.0
Male 1 12.5
Sex Female 7 87.5
Total 8 100.0
Teacher I-III 7 87.5
Position Master Teacher I 1 12.5
Total 8 100.0
0-5 Years 4 50.0
6-10 Years 1 12.5
Years in Service 11-15 Years 2 25.0
Science 21 above 1 12.5
Total 8 100.0
College Graduate 6 75.0
Educational MA w/ Units 1 12.5
Attainment MA CAR 1 12.5
Total 8 100.0
Education Graduate 6 75.0
Non-Education
Degree 2 25.0
Graduate
Total 8 100.0
Male 1 20.0
Sex Female 4 80.0
Total 5 100.0
Teacher I-III 4 80.0
Position Master Teacher I 1 20.0
Total 5 100.0
Filipino 0-5 Years 2 40.0
16-20 Years 1 20.0
Years in Service
21 above 2 40.0
Total 5 100.0
Educational College Graduate
5 100.0
Attainment
Degree Education Graduate 5 100.0
T.L.E Male 8 53.3
Sex Female 7 46.7
Total 15 100.0
Position Teacher I-III 14 93.3
 Master Teacher I 1 6.7
Total 15 100.0
0-5 Years 9 60.0
6-10 Years 2 13.3
11-15 Years 1 6.7
Years in Service
16-20 Years 1 6.7
21 above 2 13.3
Total 15 100.0
College Graduate 12 80.0
Educational MA w/ Units 2 13.3
Attainment MA Graduate 1 6.7
Total 15 100.0
Education Graduate 2 13.3
Non-Education
Degree 13 86.7
Graduate
Total 15 100.0
Male 3 20.0
Sex Female 12 80.0
Total 15 100.0
Teacher I-III 14 93.3
Position Master Teacher I 1 6.7
Total 15 100.0
0-5 Years 12 80.0
6-10 Years 2 13.3
English Years in Service
21 above 1 6.7
Total 15 100.0
College Graduate 9 60.0
MA w/ Units 3 20.0
Educational
MA CAR 2 13.3
Attainment
MA Graduate 1 6.7
Total 15 100.0
Degree Education Graduate 15 100.0
Sex Male 3 100.0
Position Teacher I-III 3 100.0
Years in Service 0-5 Years 3 100.0
MAPEH
Educational 3 100.0
College Graduate
Attainment
Degree Education Graduate 3 100.0

It can be gleaned in table 2 that the Mathematics department is the most

numbered teachers among other departments. It has a total number of 18 teachers
compared to the MAPEH department with only five (5) teachers.
 Female teachers are dominant in the Mathematics department. There are four
(4) males and fourteen (14) females. Seventeen (17) total number of teachers who are
in teacher I-III teaching position and one (1) Master Teacher. Fourteen (14) teachers
are less experienced in teaching (0-5 years) while three (3) teachers with 11-15 years of
experience. There is no doctoral and master's graduate as the highest educational
attainment in the department. Most are college graduates with fourteen (14) teachers
while there are only two (2) teachers both in MA w/ units and MA CAR. Majority are

education graduate with a total of seventeen (17) teacher while there is only one (1)
none=-education graduate degree.
Araling Panlipunan (AP)/Edukasyon sa Pagpapakatao (EsP) department are
mostly female teachers. There are four (4) males and six (6) females with a total of ten
(10) teachers. The majority are in teacher I-III teaching position with 6 – 10 years of
experience in teaching. There are eight (8) teachers who are college graduates, one (1)
MA w/ units, and one (1) with MA CAR. Then, mostly are non-education graduates with
a total of eight (8) teachers while two (2) education graduates in the department.
The science department has eight (8) total number of teachers: one (1) male and
seven (7) females. There are seven (7) teachers with teacher I-III teaching positions
and one (1) Master Teacher position. Years of service are distributed in 0-5 years with
four (4), 6-10 years with one (1), 11-15 years with two (2), and 16-20 years with one (1)
teachers. Six (6) are college graduates, one (1) MA w/ units, and one (1) MA CAR in the
educational attainments. There are six (6) education graduates and two (2) non-
education graduates.
There are only five (5) teachers in the Filipino department composed of one (1)
male and four (4) females. Four (4) teachers in teacher I-III teaching position and only
one (1) master teacher. Two (2) seasoned teachers with 21-above experience while two
(2) teachers are new to the field of teaching. All are education graduates and not
pursuing graduate studies.
Technology Livelihood Education (TLE) is composed of different specialized
teachers. Most of them are male teachers with eight (8) numbers while seven (7) female
teachers. The majority of the group are new to the teaching who have nine (9) total in 0-
5 years of experiences followed by 6-10 years and 21 above with both two (2) teachers
and only one (1) from 11-15 and 16-20 years. Thirteen (13) among from them who are
non-education graduate while there are only two (2) teachers who are education
graduate.
The English department has a total number of fifteen (15) teachers: three (3)
males and thirteen (13) females. One (1) Master Teacher and fourteen (14) teachers in
teacher I-III. There are only two (2) teachers whose years in teaching is 6-10 while
thirteen (13) are 0-5 years of teaching experience. Mostly their educational qualification
is college graduate with nine (9); MA w/ units is three (3); two (2) MA CAR and one (1)
MA graduate. All of the English teachers are education graduates.
MAPEH department has a total number of three (3) teachers. All are in teacher I-
III, 0-5 years’ experience, college graduate, and education graduates.
The performance of the teacher-respondents in pretest and posttest
Table 3 presents the performance of the senior high school teachers of Dapa
National High School.
Table 3. Pretest and Posttest of SHS teacher-respondents
Quantitative Descriptive
Mean Std. Deviation
Interpretation Rating

Pretest 13.21 2.394 66.05 Beginning

Posttest 18.89 .315 94.45 Advanced

It can be gleaned in the table that Senior High School Teachers obtained 13.21
mean and 2.39 standard deviation in the pretest. This means that their score is under
beginning descriptive rating based on the DepEd level of proficiency.
However, the post-test obtained an 18.89 mean and .315 standard deviation.
This means that most of the teachers got the highest score in their posttest. Their
quantitative interpretation of 94.45 % indicates that they are advanced in the level of
proficiency.
Table 3 presents the pretest and posttest of Junior High School teachers.
English, Filipino, and Mathematics are categorized as advanced in posttest while Aral.
Pan/EsP, Science, T.L.E., and MAPEH are proficient.
Mumtaz (2011) reveals that in-service training programs make teachers equipped with
logical and systematic approaches to apply in classes. In the same way, the increased
perception of in-service teachers brings attention towards the demand for constantly
modernizing and updating the professional skills and knowledge of teachers because of
the introduction of upgraded and new curricula, need-based learning of students,
research of teaching with learning and performance of the teacher.
Table 4. Pretest and Posttest of JHS teacher-respondents
Std. Quantitative Descriptive
  Mean
Deviation Interpretation Rating
Pretest 12.06 2.18 60.30 Beginning
Mathematics
Posttest 18.94 1.00 94.70 Advanced
Pretest 13.20 2.35 66.00 Beginning
Aral. Pan./EsP
Posttest 17.40 2.17 87.00 Proficient
Pretest 12.50 2.27 62.50 Beginning
Science
Posttest 17.88 .35 89.40 Proficient
 Pretest 10.40 2.41 52.00 Beginning
Filipino
Posttest 18.60 .89 93.00 Advanced
Pretest 11.87 2.77 59.35 Beginning
T.L.E.
Posttest 17.80 1.66 89.00 Proficient
Pretest 13.27 1.94 66.35 Beginning
English
Posttest 19.13 .83 95.65 Advanced
Pretest 12.67 2.08 63.35 Beginning
MAPEH Posttest 17.00 .00 85.00 Proficient

It can be gleaned in the table that teachers are all in beginning descriptive rating
in their pretest. However, their posttest fell on proficient and advanced.
English department garnered the highest total of pretest with 13.27 mean and
1.94 standard deviations while the Filipino department garnered the lowest mean of
10.40 and 2.41 standard deviation. During the posttest, still English teachers obtained
the highest score of 19.13 mean and .83 standard deviation. It is categorized as
advanced in the descriptive rating in the level of proficiency.
The level of assessment by the teachers in the training evaluation
The following tables describe the results of the assessment by the teachers after
the conduct of training. It focused on the effectiveness, content delivery, engagement
and resource speaker.
Table 5. Assessment on Effectiveness
Std. Verbal
Effectiveness Mean
Deviation Interpretation
1. Have the training objectives been met? 2.95 .32 Very Much
2. Does content address the training
2.96 .31 Very Much
related concerns?
3. Are inputs relevant? 2.95 .32 Very Much
4. Have you gained new learning's
2.95 .32 Very Much
applicable to your field?
Total 2.95 .31 Very Much

Table 5 presents the effectiveness of the training conducted on assessing the

students’ performance through a table of specification making with making questions. It
obtained a total of 2.91 mean and .31 standard deviation and was interpreted as “very
much”. Specifically, question number 2 “Does the content address the training-related
concerns?” garnered a 2.96 mean which means that teachers are very much contented
on their answered concerns during training.
Table 6. Assessment on Content Delivery
Std. Verbal
Content Delivery Mean
Deviation Interpretation
 1. Is it clear and concise? 2.96 .31 Very Much
2. Is it easy to follow and understand? 2.94 .34 Very Much
3. Is it consistent and aligned with the
2.97 .31 Very Much
target?
Total 2.96 .31 Very Much

Table 6 shows the assessment of content delivery. It can be gleaned on its total
that teachers are very much satisfied. It has a total of 2.96 mean and .31 standard
deviation and is interpreted as very much. It indicates that the delivery of the content of
the topic during training are well delivered and well introduced. Question 3 “Is it
consistent and aligned with the target?” gained the highest mean of 2.97 and .31
standard deviation which means that majority of the teachers are agreed on a very
much satisfying interpretation.
Table 7. Assessment on Engagement
Std. Verbal
Engagement Mean
Deviation Interpretation
1. Is active learning demonstrated? 2.93 .35 Very Much
2. Are you encouraged to contribute as
2.93 .35
much as you wanted? Very Much
3. Are you satisfied with the learning
2.92 .36
activities provided? Very Much
Total 2.93 .33 Very Much

Table 7 tells the engagement assessment by the teachers. Its total mean of 2.93 and
standard deviation of .33 proved that teachers are very much engage during the
training. Questions 3 & 2 gained both 2.93 means and .35 standard deviations.
Table 8. Assessment on Resource Speaker
Std. Verbal
Resource Speaker Mean
Deviation Interpretation
1. Is the topic/subject clearly delivered? 2.95 .32 Very Much
2. Have your questions been answered? 2.93 .35 Very Much
3. Are you able to relate the speaker's
2.96 .31 Very Much
idea?
Total 2.94 .32 Very Much

Table 8 speaks about the assessment of the teachers on the resource speaker. It
obtained a total mean of 2.94 and .32 standard deviation. Specifically, question 3 “Are
you able to relate the speaker’s idea?” garnered a 2.96 mean and .31 standard
deviation. And question 2 “Have your questions been answers?” obtained the lowest
mean of 2.93 and standard deviation of .35 but still interpreted as very much satisfied.
 SUMMARY
Results of the study clearly showed that in-service training is important for
teachers in school as a tool for professional development and to enhance their
knowledge and quality of teaching and learning. Teachers are facing new challenges
and changes in the education world and teachers need to equip themselves with new
knowledge and skills by attending in-service training for them to play an important and
effective role as an educator. Besides that, the effectiveness of in-service training is
important to ensure that the training is suitable and bring a positive effect to the
teachers. The effectiveness of the in-service training is influenced by the role of the
administrator, teacher’s attitude, needs analysis, and strategies used in the training
program.
RECOMMENDATIONS
Based on the results of this study, it can be recommended that:
1- In-service training activities should be planned by identifying teachers’ training
needs, desires and expectations.
2- In-service training must be practice specially in assessing students’
performance.
3- In-service training must be facilitated and speakers must be knowledgeable
and resourceful on the updates in Assessment of Learning trends.
4- Some researches discussing teachers’ expectations from in-service trainings
and their results should be done.
 References
Department of Education (2020, May). The Basic Education Learning Continuity
Plan in the Time of COVID-19. Retrieved June 15, 2020.