Abstract
This study determined the difficulties encountered by teachers in implementing the printed modular learning modality in a selected District in the Division of Silay City during the School Year 2021-2022, focusing on module preparation, distribution, and retrieval, and assessment of learning. Using a quantitative descriptive design, data from a validated researcher-made survey were analyzed with descriptive statistics and Mann-Whitney U tests. Results indicated that teachers reported low levels of difficulty across all domains, with no significant differences based on age, civil status, educational attainment, or length of service. While teachers generally managed responsibilities effectively, challenges related to time constraints, parental involvement, and differentiated instruction remained. The study recommends targeted technical, logistical, and instructional support, improved parent-teacher coordination, and capability-building initiatives to enhance the outcomes of modular teaching.
Keywords: Difficulties encountered, implementation, printed modular learning modality