ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— Despite the challenges brought upon by the Covid-19 Pandemic, the Department of Education ensures that learning will still remain unhampered without jeopardizing the health and safety of the students and school employees through the implementation of Modular Distance Learning in both public and private schools. Teachers are the spearhead of this new learning modality to be a success, with the help of the competencies that are possessed by the teachers, and the necessary preparation to continue providing the best education that children need while staying at home, with the aid and support coming from the parents. This study explored the perceptions of private school teachers in the City of Masbate regarding modular distance learning (MDL), employing a one-way Analysis of Variance (ANOVA) to determine if there were significant differences in the perceptions among private school teachers. Through a survey that included both demographic profiling and an assessment of teachers’ experiences with MDL, the study found a variation in teachers’ agreements and disagreements with the factors influencing their experiences. The results indicated a significant difference in how teachers perceived MDL, highlighting the diversity in their responses. Data were analyzed using frequency counts, percentages, and weighted means, while a 5-point Likert scale was utilized to measure levels of agreement. The findings have important implications for policymakers and school administrators, emphasizing the need for tailored support to address the challenges faced by teachers in the modular learning setup. The study also suggests avenues for future research to explore additional variables that could further enhance understanding of the complexities surrounding module distance learning Keywords — modular distance learning, private school teachers, perceptions, teachers’ experience