Aim: This study attempted to assess the organizational resiliency in the implementation of Basic Education School Learning Continuity Plan and to design a resilient basic education school learning continuity plan.
Methodology: The study used mixed method which is quantitative and qualitative. The data for the quantitative part of the study were gathered through a survey with the 19 school heads and 345 teacher- respondents while the qualitative method was conducted through focus group discussion interview with 19 key informants who were composed of the teachers, school heads and stakeholders. The research instrument that was used for the perceived organizational resiliency was a survey questionnaire that was validated by the experts and which the reliability was tested through Cronbach’s alpha with excellent level of internal consistency. The statistical treatment for quantitative results used mean and standard deviation to determine the perception of the respondents with regards to the organizational resiliency on the implementation of the BE-SLCP and Pearson Product Moment Correlation Coefficient, testing its significance at the 0.05 level was used in finding out the relationship between the evaluation of the basic education school learning continuity plan and school performance indicators and organizational resiliency. While content analysis was employed for the qualitative results.
Results: The salient findings of the study were as follows: The result showed that the rate of enrollment during
pandemic is low while the drop-out rate fostered a positive rate. The school heads and teacher respondents
perceived the schools’ organizational resiliency as high. Based on the feedback of the key informants the lessons
learned from the implementation of Basic Education School Learning Continuity Plan are strong collaboration,
consistent communication, and enhanced ICT Skills. The best practices that were observed are sustained partnership
and continuous implementation of programs, projects, and activities. The challenges encountered include authenticity
of assessment and low capability of learning facilitators at home. The respondent assessed the developed learning
continuity plan as very highly satisfactory.
Conclusion: The organizational resiliency of schools is high in its performance of continuing education during pandemic. The study suggests that the schools may developed creative strategies on increasing enrolment; the school may strengthen its school-based management level to ensure that the plans and goals for continuity of education will be achieved; the school may also consider strengthening the stakeholders’ involvement and the school may consider the strategy of close coordination and constant monitoring and follow-ups with parents/guardians on the implementation of learning delivery.