This study aimed to assess the crisis management level of practice and LRCP implementation during the critical years of pandemic and its implications in school supervision and stakeholders participation for public secondary schools. It utilized the Descriptive Quantitative research design evaluated by 469 respondents chosen through Probability Sampling, a Combination of Stratified and Cluster sampling techniques. Data gathered were treated using descriptive statistics, T-test, and Person r moment of correlations. Findings are: school highly practiced crisis management, LRCP was highly implemented, Crisis management practices and the LRCP implementation are correlated, and there is no significant difference in the perception of the internal and external stakeholders in schools crisis management practice but there is a significant difference in the implementation of LRCP.  In conclusion, the crisis management level of practiced is correlated with the LRCP implementation, thus null hypothesis is not accepted. There is a significant difference as to crisis management and no significant difference as to LRCP level of practiced as perceived by the internal and external stakeholders. The result implies that the school head may closely supervise the school projects and programs to ensure a strong collaboration with the internal and external stakeholders through school-community conferences even in times of pandemic. Also, recommendations to school planning team, school heads, PSDS, stakeholders and to future researchers were given at the end of the study to ensure learning continuity even when pandemic occurred.

crisis management

learning recovery continuity plan

educational challenges

school supervision

stakeholders' participation

learning continuity