Volume 40, Issue 2, August 2023, Pages 333–381
Judy Agustin Bañez1
1 Sanchez Mira Campus, Faculty of the Graduate School, Cagayan State University, Philippines
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study was conducted against a background of Philippine schools having endured the longest and most stringent lockdowns in the Asia-Pacific region due to the COVID-19 pandemic. Distance learning and inherent problems such as low availability of internet connections and devices have exacerbated the difficulties faced by teachers to effectively deliver the curriculum and maintain a context of Catholic Ministry which will naturally be less effective without face-to-face interaction. As of 15 September 2020 for example, an estimated 27 million students in the Philippines had lost more than a year of in-person learning (UNICEF, 2021). It is therefore gratifying to conclude from the data returned for this study that the seven sample schools in the provinces of the SVD PHN were generally perceived by the teacher respondents to be well-integrated and effective in their implementation of the SVD Leadership Programme.
Author Keywords: SVD, leadership, framework, Philippines, schools, learning, teacher.
Judy Agustin Bañez1
1 Sanchez Mira Campus, Faculty of the Graduate School, Cagayan State University, Philippines
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study was conducted against a background of Philippine schools having endured the longest and most stringent lockdowns in the Asia-Pacific region due to the COVID-19 pandemic. Distance learning and inherent problems such as low availability of internet connections and devices have exacerbated the difficulties faced by teachers to effectively deliver the curriculum and maintain a context of Catholic Ministry which will naturally be less effective without face-to-face interaction. As of 15 September 2020 for example, an estimated 27 million students in the Philippines had lost more than a year of in-person learning (UNICEF, 2021). It is therefore gratifying to conclude from the data returned for this study that the seven sample schools in the provinces of the SVD PHN were generally perceived by the teacher respondents to be well-integrated and effective in their implementation of the SVD Leadership Programme.
Author Keywords: SVD, leadership, framework, Philippines, schools, learning, teacher.
How to Cite this Article
Judy Agustin Bañez, “Integration of SVD leadership framework: A basis for improving the Catholic Educators’ Ministry,” International Journal of Innovation and Applied Studies, vol. 40, no. 2, pp. 333–381, August 2023.
