Conceptual Framework

a.
Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)
c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)
Moderating Variable
-Educational background
Conceptual
-Years ofFramework
teaching experience
-position
The world is changing so fast that in order for schools to
cope with new innovations, they should keep at pace with the
tempo of societal changes and technological progress (American

a. Level of Participation
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
Research Institutes, 2021). The of
-Years schools asexperience
teaching well as the teachers of
-position
today should participate in the educational and social revolution
(World Bank, 2019). Thus, the curriculum in Philippine schools
today has to be geared to the rapid societal changes and the

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
resiliency to overcome -Years
COVID-19 pandemic
of teaching and
experience the new
-position
responsibilities for the new breed of Filipinos.
Similarly, an official statement from the Department of
Education (DepEd) last May 2020 said that “the country and the
world at large are facing new challenges brought about by the

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
unforeseen public health crisis.” DepEd
-Years of came
teaching up with the Learning
experience
-position
Continuity Plan (LCP) to address the challenges in basic education.
Opening of classes was delayed that aimed for teachers and
students to adjust in the new learning set up. While the delay,
DepEd through partner institutions and organizations are crafting

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
the LCP by means of learning
-Yearsmaterials
of teachingalignment,
experience exploration of
-position
modalities of delivery and training of teachers and parents for
homeschooling. In the studies of Doyle, Zhang, & Mattatall (2020)
states that online learning is the only one of the options among all
others in this new learning set up as well as for the teachers to

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
deliver the intended curriculum for theexperience
-Years of teaching learners. A grueling
-position
transition was expected and DepEd look forward to the teachers,
students and parents cooperation. It is not just the basic
education who experienced challenges alone, higher educations are
affected just the same.

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
Curriculum Delivery -Years of teaching experience
-position
In the PQF Law IRR of 2019, states that curriculum operates
under the framework of lifelong learning, which refers to “all
learning activities whether formal, non-formal or informal,
undertaken throughout life, which results in improving knowledge,

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
know-how, skills, competencies and/or
-Years of qualifications”.
teaching experience Similarly,
-position
in the study of Okabe, (2015) stated that curriculum delivery in the
area of instruction comprises means and resources used to
structure the learning experience. Curriculum delivery in the area
of instruction makes explicit what (and when) teachers should

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
teach and studentsshould
-Years oflearn and
teaching being implemented
experience
-position
throughout the school and is shared with the stakeholders like
parents, community, and other government and private agencies
(Ramparsed, 2020).
Continuing Professional Development

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
Fullen (2015) defines
-Years of professional development as
teaching experience
-position
“continuous learning focused upon the sum total of formal and
informal learning pursued and experienced by the teacher in a
compelling learning environment under conditions of complexity
and dynamic change”. Teacher training and in-service professional

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
development are key to -Years
effective teaching
of teaching (MOE, 2015; Fraser,
experience
-position
2017). According to Hummond, Wei, Andree & Richardson (2017)
and Rhodes, Stokes, & Hampton, (2018) effective professional
development is intensive, creates learning opportunities,
identifying own learning needs and others; evaluating yourself,

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
observational and peer-review skills; experience
-Years of teaching accessing mentoring;
-position
engaging in reflection, professional dialogue and feedback and
builds strong working relationships among teachers.
Continuing professional development rooted from social-
constructivist learning theory which claims that learning is

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
dependent on socio-cultural
-Yearsinfluences based from the CPD
of teaching experience
-position
providers. Therefore, it is through interaction and exercise of
communication from the experts of a certain professional skills
that people learn (Gomez et. al 2020). In addition, it is the
teacher’s role to create a situation using the learnings from CPD

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
where the learner can compile
-Yearstheir own interpretations
of teaching experience by using
-position
interpretations of others around them in order to deliver the
curriculum better and draws a clear line of curriculum delivery in
the area of instruction. This is where the teacher provides a means
for learners resulted from the continuing professional development

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
insights to apply already -Years
existingof skills to experience
teaching acquire new knowledge
-position
(Buena, 2019). In this view, the social-constructivist learning
theory is a supporter of Piaget’s work (Constructivism), but they
disagree on one key point: Social-constructivism criticizes
Constructivism for focusing on the individual learner rather than

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
on the social context in which
-Years learning takes
of teaching place and advocate
experience
-position
that interaction between learners, or teachers and the experts
through continuing professional development program, influences
the level of conceptual understanding (Brown, 2017).

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
Level of Participation to-Years
Continuing Professional
of teaching experience Development
Programs -position
Education is a never-ending process. It doesn’t stop after
earning a degree and starting a career. Through continuing
education, career-minded individuals can constantly improve their

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
skills and become more proficient at theirexperience
-Years of teaching jobs. This is proven in
-position
the stduy of Johanson (2019) that teachers who are always
participating (profoessionally proactive) excel notably in the
different curricular and co-curricular activities of their school and
often received faster promotion. In the field of K-12 education

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
administration, it is -Years
particularly
of teachingimportant
experience for school
-position
administrators to encourage teachers to activiely participate in the
different professional development programs, not only to ensure
the best learning outcomes for their students but also to be more
effective and satisfied in various other aspects of their work.

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
Without doubt, the most-Years
important person
of teaching in the curriculum
experience
-position
delivery in the area of instruction is the teacher. With their
knowledge, experiences and competencies, teachers are central to
any curriculum delivery effort. Better teachers support better
learning because they are most knowledgeable about the practice

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
of teaching and are responsible forteaching
-Years of introducing the curriculum in
experience
-position
the classroom (Valdez et. al, 2019).
Further, in the study conducted by Handler (2019) results
shows that teachers who least participated in the different
continuing professional development activities show low motivation

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
at work and low performance.
-Years ofSimilarly, teachers who actively
teaching experience
-position
participating in the continuing professional development of the
school often awarded with critically claim innovation useful to the
school community as well in their pedagogy (Okabe, 2015).
Finally, in curriculum delivery in the area of instruction, teachers

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
has to be considered essential
-Years ofthat affects
teaching curriculum. Hence,
experience
-position
teacher involvement in the continuing professional development
activities is important for successful and meaningful curriculum
delivery (Carl, 2019).

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
The participation of-Years
teachers towards
of teaching engaging continuing
experience
-position
professional program is anchored on behaviourism wherein
learning as a change in the behaviour of the learner. The learning
theory suggests that in order to have learning through continuing
professional development programs, teachers must be actively

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
engaged and being rewarded immediately
-Years of teachingto reinforce their activity
experience
-position
(Allen, 2019). Behaviourism concentrates on the aspects of
learning that are overtly observable and measurable. The desired
behaviour is advanced by external stimuli. Therefore, it is mainly
based on the stimuli-response associations: given the right

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
stimulus, you will get the-Years
right of
response
teaching (Klink, 2017). Similarly,
experience
-position
attending continuing professional development programs gives the
teacher a credit that can be use for personal motivation or for work
promotions.
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
Degree of Usefulness of the Continuing
-Years Professional
of teaching experience Development
Programs -position
The K to 12 Education Program changed many facets of the
basic education system such as its philosophy, structure, and
curricula according in the study of Monterozo (2020). One can

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
argue that more than the -Years
“whatsofofteaching
teaching”, the K to 12 Program
experience
-position
also altered its “hows”. These reforms are very much evident in the
changes in the different curricular activities such as lesson
planning, teaching and classroom management, and learning
assessment. Buena (2019) further explained it is notable that while

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
there are materials that are easily
-Years downloadable
of teaching for the teachers,
experience
-position
the Enhanced Basic Education Law promotes a relevant and
culturally sensitive curriculum which makes contextualization a
key feature of the new curriculum. Because of this, teachers are
expected to contextualize, indigenize, or localize the lessons as may

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
be necessary to ensure that
-Yearsthe learningexperience
of teaching would be useful and
-position
responsive to the needs of the students since they are the deliverer
of the intended curriculum (GovPH, 2018). Moreover, with the
clamour for inclusivity due to the usability of the different
professional development programs (GovPH, 2018) and recognition

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
of diversity (DepEd, DO -Years
42, s.of 2017 - experience
teaching National Adoption and
-position
Implementation of the Philippine Professional Standards for
Teachers), elaborated the usefulness of the professional
development program which every teacher must be taken into
consideration specially in the curriculum delivery.

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
In the recent study of of
-Years Coe (2019)
teaching results showed that
experience
-position
teachers who proactively participating in the different professional
development programs whether in-service training or outside
school training deemed it very useful to attend in any of these
programs for further studies or for pedagogy. However, this is in

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
contrast in the study of Lilla (2020)
-Years that profossional
of teaching experience development
-position
programs bear no use if its not subjected into practice. This means
that these programs will be useful if an only if the teachers who
attended such program knows how to use it in the real classroom
or in the field of instruction. Moreover, this is more grounded on a

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
philosophy of Essentialism wherein
-Years it tries
of teaching to instill to teachers
experience
-position
with the most essential or basic preofessional advancement skills
and character development toward curriculum delivery in the area
of instruction (Haslam, 2019).

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
Support given by the Stakeholders in theexperience
-Years of teaching conduct of Continuing
Professional development Programs
-position
Teachers' ongoing professional development is not a matter
of concern for teachers alone. Various stakeholders - school heads,
education authorities, state, society and parents - have interests in

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
teachers' CPD for their own reasons,
-Years depending
of teaching on their place in
experience
-position
the education system (Allen, 2019). Consequently, each of these
stakeholders may have differing priorities for and expectations of
CPD. Teachers may have their personal developmental priorities,
usually determined by their needs, interests and aspirations.

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
Institutions may have -Years
different expectations
of teaching from teachers'
experience
-position
professional development, related to their concern with
strengthening institutional performance, culture and image. Apart
from these, the teaching profession also has interests in teachers'

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
professional development, -Years
which of
are reflected
teaching in education policies,
experience
-position
politics and administration (Selvaraj, 2019).
Though studies of Cox (2018) shows a balance between the
different priorities among the stakeholders, in reality professional
priorities (including administrative, parents and private agencies)

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
and institutional priorities are of
-Years seen to greatly
teaching outweigh teacher
experience
-position
priorities in terms of attending continuing proefssional
development programs. Such different priorities both stem from
and lead to different understandings and interpretations of the
very notion of CPD. This corroborates in the study of Kerlinger

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
(2012) that with the desire of the
-Years of staekholders to provide CPD for
teaching experience
-position
teachers, it allows them to be the progressivists who believe that
individuality, progress, and change are fundamental to one's
education which can only be attain in the conduct of CPD in
schools. Also in the study of Labaree (2016) states that believing

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
that teachers learn best from what
-Years they consider
of teaching most relevant to
experience
-position
their lives, it centers their curricula on the needs, experiences,
interests, and abilities of students specially in thecurriculum
delivery.
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
With the different-Years
continuing professional
of teaching experience development
-position
program providers as stated in the DepEd Order (DO) No. 001, s.
2020 titled Guidelines for NEAP Recognition of Professional
Development Programs and Courses for Teachers and School
Leaders, the Department of Education (DepEd), through the

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
National Educators Academy of of
-Years theteaching
Philippines (NEAP), issues the
experience
-position
DepEd Professional Development (PD) Priorities for Teachers and
School Leaders for SY 2020-2023. Further, it was clearly identified
here that stakeholders like the different community members are
welcome to share in planning professional development activities in

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
support the realization -Years
of the DepEd’s
of teaching goal of continuous
experience
-position
upskilling and reskilling of teachers and school leaders that will
result in better learning outcomes specially in curriculum delivery
in the area of instruction.

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
In addition, in the study
-YearsofofGomez et.experience
teaching al (2020) results shows
-position
that through the different conitnuing professional development
programs provided by the stakeholders, non-governmental support
(private agencies) offers flexibility among teachers participants for
specific local needs, priorities, and emerging developments in

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
teacher and school leader -Years
professional development.
of teaching experienceEventually the
-position
Carjuzaa (2020) came round to the conclusion that CPD was a
joint responsibility, and would succeed only through a
combination of teacher responsibility (teachers' personal initiative
and voluntarism) and state responsibility (support of policies and

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
provisions for CPD), i.e. a -Years
combination of bottom-up
of teaching experience initiative and
-position
top-down support. In this combination, schools, administrators,
management and teacher education institutions (TEIs) played an
important mediator role.

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
The independent variables
-Years ofare the following:
teaching the curriculum
experience
-position
delivery in the area of instruction specifically continuing
professional developments programs and support from the
stakeholders. These were considered the independent variables
since these are the variables that can transport the data needed to
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
comprehend the curriculum delivery
-Years in the
of teaching area of instruction as
experience
-position
resulted from conitnuing professional development programs and
support being received from the different stakeholders. The
dependent variables are the following: level of teachers’
participation in the different continuing professional development

Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
programs, the degree of -Years
usefulness of the
of teaching different continuing
experience
-position
professional development programs being attended by the teachers
and the support given by the stakeholders in these different
continuing professional development programs this time of
pandemic crisis. These are the data which are aimed to convey
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
facts on teachers’ participation, usefulness
-Years of teaching of the different
experience
-position
professional development programs and realization of support in
the conduct of the different continuing professional development
programs.
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
-Years of teaching experience
-position
Independent Variable Dependent Variable
 Curriculum Delivery in 3-Moderately Participating (MP)
the Area of Instruction 2-slightly participating (SP)
-Continuing 1-least Participating (LP)
Professional
Development b. Degree of Usefulness
-Support 4-very useful (VU)
3- Useful (U)
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
-position
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
-position
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
-position
Moderating Variable
-position
Dependent
Variable
3-Moderately
Participating (MP)
the Area
participating (SP)
-Continuing
Professional
Development
-Support
4-very useful (VU)
3- Useful (U)
1-not useful (NU)
curriculum delivery
1-Not Provided (NP)
Moderating Variable
-position
Figure 1. Shows the paradigm of the study

Statement of the Problem
The main objective of this research is to determine the
teachers’ participation in the curriculum delivery specifically in the
area of instruction along continuing professional development (CPD)
and in the support of instruction activities provided by the different
stakeholders. Specifically, this study sought to answer the following
questions:
1. What is the level of teachers’ participation in the curriculum
delivery specifically in the area of instruction along?
a. continuing professional development; and
b. support of instruction activities?
2. What is the degree of usefulness of the curriculum delivery
activities specifically in the area of instruction along:
3. What are the factors affecting the participation of teachers in the
delivery of curriculum specifically in the area of instruction along:

4. What is the extent of support provided by the stakeholders in the
curriculum delivery specifically in the area of instruction along:
Assumptions of the Study
1. There is a significant difference in the level of teachers’
participation in the curriculum delivery specifically in the area of
instruction along?
2. There is a significant difference in the level of usefulness of
curriculum delivery activities specifically in the area of instruction
along:
3. There are varied factors affecting the participation of teachers in
the delivery of curriculum specifically in the area of instruction
along:

4. There is a significant difference in the extent of support provided
by the stakeholders in the curriculum delivery specifically in the
area of instruction along:

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a.

The world is changing so fast that in order for schools to

tempo of societal changes and technological progress (American

(World Bank, 2019). Thus, the curriculum in Philippine schools

today has to be geared to the rapid societal changes and the

Similarly, an official statement from the Department of

world at large are facing new challenges brought about by the

Opening of classes was delayed that aimed for teachers and

DepEd through partner institutions and organizations are crafting

homeschooling. In the studies of Doyle, Zhang, & Mattatall (2020)

others in this new learning set up as well as for the teachers to

students and parents cooperation. It is not just the basic

education who experienced challenges alone, higher educations are

affected just the same.

under the framework of lifelong learning, which refers to “all

learning activities whether formal, non-formal or informal,

undertaken throughout life, which results in improving knowledge,

area of instruction comprises means and resources used to

structure the learning experience. Curriculum delivery in the area

of instruction makes explicit what (and when) teachers should

parents, community, and other government and private agencies

Continuing Professional Development

informal learning pursued and experienced by the teacher in a

compelling learning environment under conditions of complexity

and dynamic change”. Teacher training and in-service professional

and Rhodes, Stokes, & Hampton, (2018) effective professional

development is intensive, creates learning opportunities,

identifying own learning needs and others; evaluating yourself,

builds strong working relationships among teachers.

Continuing professional development rooted from social-

constructivist learning theory which claims that learning is

communication from the experts of a certain professional skills

that people learn (Gomez et. al 2020). In addition, it is the

teacher’s role to create a situation using the learnings from CPD

curriculum better and draws a clear line of curriculum delivery in

the area of instruction. This is where the teacher provides a means

for learners resulted from the continuing professional development

theory is a supporter of Piaget’s work (Constructivism), but they

disagree on one key point: Social-constructivism criticizes

Constructivism for focusing on the individual learner rather than

through continuing professional development program, influences

the level of conceptual understanding (Brown, 2017).

Education is a never-ending process. It doesn’t stop after

earning a degree and starting a career. Through continuing

education, career-minded individuals can constantly improve their

participating (profoessionally proactive) excel notably in the

different curricular and co-curricular activities of their school and

often received faster promotion. In the field of K-12 education

different professional development programs, not only to ensure

effective and satisfied in various other aspects of their work.

knowledge, experiences and competencies, teachers are central to

any curriculum delivery effort. Better teachers support better

learning because they are most knowledgeable about the practice

Further, in the study conducted by Handler (2019) results

shows that teachers who least participated in the different

continuing professional development activities show low motivation

school often awarded with critically claim innovation useful to the

school community as well in their pedagogy (Okabe, 2015).