The main objective of the study was to determine the relationship between the level of learning continuity plan and educational outcomes to the teachers and school performance of the selected elementary schools in Lumban and Kalayaan Sub-Offices. Specifically, this study sought answers to the level of learning continuity plan in terms of Teachers Professional Development, Resource Allocation, Curriculum Adaptation, Technology Integration and Student Characteristic. Follow by the level of educational outcomes in terms of teachers performance with regards to Individual Performance Commitment and Review Form. It is also sought for the level of educational outcomes in terms of school performance with regards to Office Performance Commitment and Review Form. Most importantly, to identify the significant relationship between the learning continuity plan and educational outcomes in terms of teachers performance. Same as the other hand, to detect the significant relationship between the learning continuity plan and educational outcomes in terms of school performance. This study utilized the descriptive research approach, a reliable non-experimental research design. Findings were collected from 167 public elementary school teachers in Lumban and Kalayaan Sub-Offices using a self-developed questionnaire. Statistical treatments used were mean, standard deviation, and Pearson-r. Findings show that the significant relationship between learning continuity plans and educational outcomes, particularly school performance, in selected elementary schools within Lumban and Kalayaan Sub-Offices. By investing in teacher development, strategic resource allocation, adaptable curriculum, and student-centered approaches fosters a conducive learning environment for academic success and school excellence. A holistic approach ensures sustained quality education and resilience against challenges. Based on the findings, the following conclusions were formulated. There is no significant relationship between the learning continuity plan and educational outcomes to the teachers performance, thus accepting the first hypothesis. In addition, there is no significant relationship between the learning continuity plan and educational outcomes to the schools performance, thus rejecting the second hypothesis. Based on the findings and conclusions of the study, the following are recommended. The school should create a learning continuity plan that supports learners and helps teachers improve performance. It should ensure uninterrupted meaningful learning and foster a harmonious relationship between students and teachers. Teachers should continue their good performance in school and classroom to foster better outcomes for their students. They should also maintain a positive attitude towards the ever-changing educational landscape. Schools must prioritize a learning continuity plan that focuses on teachers professional development, resource allocation, curriculum adaptation, and student-centered approaches. This comprehensive approach ensures sustained educational quality and resilience.

learning continuity plan

educational outcomes

school performance