ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
There are number of daunting challenges that need to be addressed and overcome for distance education to be efficiently and effectively delivered. As new learning modality under the K to 12 Basic Education Curriculum, this modality challenged school officials in terms of readiness to adopt. Basic education schools in the Philippines had opened classes last October 5, 2020 with major differences-no face-to-face classes all over the country. Children had to learn at home using the modules and other supplementary learning materials guided by their learning facilitators. For the Secretary of Education Leonor Magtolis Briones had said that” education of children cannot wait,” is only one of the reasons of opening the classes for this school year (3). Thus, the researcher decided to conduct this study to determine the significant relationship between teachers’ perceived challenges and performance in the implementation of modular distance learning modality. Utilizing the descriptive-correlational research design for an in-depth analysis of the study, the researcher utilized the survey on Teacher’s COVID-19 Awareness, Distance Learning Experiences and Perceptions towards Institutional Readiness and Challenges and Monitoring and Supervision Tool for the implementation of distance learning. Simple Percentage, Weighted mean and Pearson r were the statistical tools used. The researcher found out that the extent of challenges encountered in implementing modular distance learning modality is very high and performance of teachers is very satisfactory. Likewise, it was found out that there is a significant relationship between the extent of challenges encountered in the implementation of modular distance learning modality and performance of teachers. Thus, the perceived challenges encountered greatly affect the performance of teachers in the implementation of modular distance learning modality.