LDNA Report CBES

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF IMUS CITY
CARSADANG BAGO ELEMENTARY SCHOOL
CARSADANG BAGO I, CITY OF IMUS, CAVITE
LEARNING AND DEVELOPMENT NEEDS ASSESSMENT (LDNA) REPORT
I. Background and Rationale
The Learning and Development Needs Assessment (LDNA) is a crucial process

being conducted among teachers to identify and address their learning needs.
This assessment is being carried out in a public elementary school during the
school year 2023-2024, as part of the school's commitment to providing quality,
equitable, culture-based, and complete basic education. The purpose of LDNA
is to systematically examine performance gaps, identify, understand, and
prioritize the learning needs of teachers, and develop meaningful school
improvement plans. There are several reasons in holding an LDNA among
teachers. Firstly, this kind of assessment helps the teacher identify their specific
learning needs, which will allow them to develop individual and group learning
strategies to improve their teaching skills and enhance student outcomes. In
addition, it promotes a culture of learning that encourages continuous
professional development among teachers, fostering a learning environment that
is essential for personal and professional growth.
In conclusion, conducting LDNA among teachers is vital for promoting a
learning culture, addressing individual and group learning needs, improving
teaching practices, and supporting diverse learners. By implementing LDNA in
public elementary schools, the school can work towards creating a more
inclusive and equitable learning environment for all students.
II. Objectives of the LDNA
This LDNA aims to help teachers identify their professional learning and
development needs to enhance student achievement and support school
improvement goals for SY 2023-2024. Specifically, it seeks to:
a. assist them to analyze student achievement data to identify areas for their
professional growth and development;
b. assess their instructional practices and identify areas for improvement based
on evidence and best practices;
c. align their professional learning and development goals with school
Address: Carsadang Bago I, City of Imus, Cavite
Telephone No.: (046) 238-6397
Email Address: [email protected]
Website: cbagoelemschool.wixsite.com/cbes
Facebook Page: DepEd Tayo Carsadang Bago ES – Imus City
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improvement priorities and student achievement targets; and

d. encourage collaboration among colleagues to identify common areas of need
and plan professional learning opportunities to address those needs.
III. Methodology
The Learning and Development Needs Assessment (LDNA) of teachers at

Carsadang Bago Elementary School utilizes the Electronic Self-Assessment
Tool (e-SAT) for data collection. This tool is specifically designed to assist
teachers in reflecting on various objectives related to their professional work
and in identifying areas that require improvement, coaching, and mentoring.
The e-SAT encompasses 14 priority indicators for the 2023-2024 school year,
covering core behavioral competencies such as self-management,
professionalism and ethics, results focus, teamwork, service orientation, and
innovation.
The data collection process for the LDNA involves several key aspects.
Initially, all teachers are required to complete a self-assessment using the e-SAT
before the commencement of the school year. This self-assessment enables
them to evaluate their capabilities and prioritize the indicators. Subsequently,
the aggregated data from the e-SAT is analyzed to identify trends and pinpoint
areas of need within the teacher population. This analysis serves as a guide for
the school in determining the necessary time, work, and financial allotment
required for professional development and support.
By employing the e-SAT for the LDNA, the school can effectively evaluate the
learning needs of its teachers and subsequently tailor targeted professional
development opportunities to address these needs, thereby ensuring that
teachers receive the requisite support to enhance their teaching practices and
improve student outcomes.
IV. Limitations of the LDNA
The use of the Electronic Self-Assessment Tool (e-SAT) for data collection in
the Learning and Development Needs Assessment (LDNA) of teachers at
Carsadang Bago Elementary School may have some limitations that could
affect the results of the study or influence the interpretation of the findings. The
e-SAT is a self-assessment tool, which means that the data collected is based on
the teachers' own perceptions of their learning and development needs. This
may not necessarily reflect the actual needs of the teachers or the school as a
whole and may not capture the perspectives of other stakeholders such as
students, parents, or administrators. Moreover, the tool may not be designed to
capture all the necessary information needed to identify the learning and
development needs of teachers. The tool may not be comprehensive enough to
cover all the relevant areas of need, or it may not be designed to capture the
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nuances of the teachers' needs. These constraints may impact the validity of the
data and its analysis, and may limit the ability of the school to make informed
decisions about professional development and support for its teachers.
V. Assessment Results
Most teachers (60.5%) believe they are highly capable in the PPST priority
indicators for the 2023-2024 school year. Specifically, they feel most capable in
domain 6 (67.57%), while they prioritize learning in the following order:
domain 7 (41.89%), domain 3 (36.49%), domains 4 and 5 (29.73%), domain 1
(29.05%), domain 2 (28.38%), and domain 6 (24.32%). For domain 7, the
teachers believe that PPST indicator 7.4.2 (43.24%) should be a priority, with at
least 40% of teachers feeling they have low capacity in this indicator. On the
other hand, for Domain 2, PPST indicator 2.1.2 has the lowest priority, with at
least 75% of teachers responding with low to medium priority.
VI. Conclusions
In general, teachers overestimate their overall PPST readiness. While 60.5%

express confidence in their general PPST capability, the specific priorities and
capacity gaps show a different result. In addition, there is a discrepancy
between perceived strengths and actual priorities. For example, Domain 6 is
ranked lowest in learning preference despite perceived high capability.
Conversely, Domain 7, despite ranking high in learning priority, shows
significant low capacity in specific indicators (e.g. PPST indicator 7.4.2). While
teachers prioritize Domain 7 overall, specific indicators within each domain,
like 2.1.2 in Domain 2, have low learning priority and perceived low capability,
signifying the need for focused interventions.
The L and D of the school must design a program that addresses specific low-
capacity areas within prioritized domains, like 7.4.2 in Domain 7, rather than
relying on broad overviews. Moreover, to bridge the gap between the perceived
strengths and actual priorities of teacher, it is encouraged to have awareness
sessions to help teachers identify their true strengths and weaknesses in light of
PPST requirements. The learning preferences of teachers should be balanced
with identified capacity gaps when prioritizing domains and indicators for
training. And finally, the L and D design must cater to teachers' preferred
learning styles and provide alternative options for low-priority domains they
feel adequately capable in.
These are some of the factors to make L and D programs responsive:

1. Address different learning styles (visual, auditory, kinesthetic) through
diverse training methods.
2. Ensure materials and delivery format are accessible to teachers with
disabilities and varying technological literacy.
3. Offer flexible schedules and bite-sized modules to accommodate teachers'
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busy workloads.
4. Utilize a mix of online, offline, and peer-to-peer learning options to
optimize resource allocation.
5. Design programs that integrate ongoing learning support and performance
feedback for lasting impact.
By addressing these key findings and adopting responsive approaches, the L&D
programs can effectively address teachers' needs and enhance their PPST
preparedness.
VII. Appendices
1. Summary of Result of the E-Self Assessment Tool (e-SAT) Proficient
Teachers SY 2023-2024
2. Summary of Result of the E-Self Assessment Tool (e-SAT) Highly
Proficient Teachers SY 2023-2024
3. Consolidated Report on the Individual Development Plan (IDP) of
Teaching, Non-Teaching, and Teaching Related Personnel for SY 2022-
2024
Prepared by:
GLADYS G. BULACAN
School ICT Coordinator
Checked:
ANGELO A. UNAY
School Principal

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Republic of the Philippines

LEARNING AND DEVELOPMENT NEEDS ASSESSMENT (LDNA) REPORT

I. Background and Rationale

The Learning and Development Needs Assessment (LDNA) is a crucial process

II. Objectives of the LDNA

improvement priorities and student achievement targets; and

The Learning and Development Needs Assessment (LDNA) of teachers at

IV. Limitations of the LDNA

In general, teachers overestimate their overall PPST readiness. While 60.5%

These are some of the factors to make L and D programs responsive:

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