Resource Mobilization and Instructional Continuity in Congressional District III of Davao City

Abstract

This study aimed to determine the extent of resource mobilization in Congressional District III of Davao City schools and to examine its relationship with instructional continuity. Specifically, it assessed in-kind material acquisition, volunteer and community engagement, partnership breadth and depth, and mobilization timeliness and fulfillment, as well as instructional continuity in terms of planned-to-delivered lesson ratio, material availability, learning interruption incidence, and timely substitution adequacy. A quantitative, cross-sectional correlational research design was employed. Data were gathered through a structured survey questionnaire administered to school respondents in Congressional District III and were analyzed using descriptive statistics, correlation analysis, and multiple regression. Findings revealed that resource mobilization was moderately extensive, indicating that schools had functional but still improvable systems for acquiring, coordinating, and deploying resources. Instructional continuity was rated extensive, showing that teaching delivery was generally sustained despite resource limitations. Correlation results confirmed a significant positive relationship between resource mobilization and instructional continuity. Regression findings further showed that partnership breadth and depth and mobilization timeliness and fulfillment were the key predictors of instructional continuity. The findings suggest that rural schools may sustain planned instruction by strengthening partner agreements, improving resource tracking, and institutionalizing timely delivery and substitution mechanisms.