RESEARCH

ABSTRACT

This study aimed to assess the level of acceptance and perceived impact of DepEd Order No. 21, Series of 2023, among selected public elementary teachers in Balayan, Batangas, focusing on its influence on teaching practices and pupil learning. The study employed an explanatory sequential mixed-method approach, beginning with a quantitative survey and followed by qualitative interviews. The participants consisted of 30 teachers from public elementary schools that participated in the Brigada Eskwela program. The results revealed that teachers generally accepted the policy, recognizing its objectives of promoting cleaner, more organized classrooms conducive to learning. However, challenges related to the removal of visual aids, particularly for younger students, were noted. Teachers experienced minimal disruption in their teaching practices, with some reporting positive effects on classroom management and material organization. While the policy improved pupil engagement by reducing distractions, it also highlighted the need for alternative strategies to support memory retention. The study found no significant differences in acceptance based on demographic factors, suggesting a uniform perception across age, gender, and years of service. Recommendations for improving the implementation of the DepEd Order include providing additional resources, professional development, and feedback mechanisms to support teachers and address logistical challenges. The study contributes to the understanding of the practical implications of DepEd Order No. 21 and offers insights for enhancing its impact on educational practices and outcomes.

KEYWORDS

DepEd Order No. 21 Series of 2023, Brigada Eskwela Level of Acceptance, Teaching Practices,

CITATION

Valencia, J. A. D., Arroyo, B. M., Marasigan, L. D. S., Jardinero, S. K. C., Hermida, P. G., Cortez, M. L. G., Ogerio, K. I. C., & Mangarin, J. A. (2025). “EMPTY WALLS, OPEN MINDS ”: TEACHERS’ LEVEL OF ACCEPTANCE AND IMPACT OF DepEd ORDER NO. 21 SERIES OF 2023. GUILD OF EDUCATORS IN TESOL INTERNATIONAL RESEARCH JOURNAL, 3(1), 7–35.
https://doi.org/10.5281/zenodo.15033816