Abstract— The purpose of this study is to assess the teacher’s responses on the different learning modalities in the midst of COVID-19 pandemic. This research applied descriptive method. The subjects of this research are the teachers in selected public and private elementary schools of Agusan del Norte, Caraga Region, Philippines. The study revealed that, teachers are adaptive and receptive to change in this new normal. They see themselves as facilitators of learning and ensure flexibility in dealing with student’s need. In terms of preference of learning modalities, most teachers opted online teaching followed by the blended teaching, and modular teaching as the least preferred modality. The results of the study recommends that teachers must be given ample time to enroll short courses and sufficient trainings in all learning modalities. Aside from that, parents and other stakeholders must be oriented of the changes on the educational setting in this new normal. The learning materials produced in the new normal class (i.e. videos, modules, learning activity sheets) must be kept and improved for future use. Index Terms— Teaching Modality, New Normal, Online, Blended, Modular, Teacher’s Response, Lifelong Learning I. INTRODUCTION Covid-19 pandemic brought dramatic impact in our society and has created unprecedented effects on almost all sectors in the human race. These have resulted in the widespread disruptions, among of which are travel restrictions (Chinazzi et al., 2020), global economic recession (Fernandes, 2020), racism (Habibi et al., 2020), and misinformation and controversies (Enitan et al., 2020), and most especially the closure of schools (Viner et al., 2020). In response to these situations, educational leaders decided to adopt the new normal in education. Following the suspension of face – to – face learning modality last March 2020, the Department of Education with its policy making bodies design programs and projects which will make the department to continually deliver quality education to its Filipino learners amidst health uncertainty. The Basic Education - Learning Continuity Plan (BE-LCP) lays down the direction for basic education for the school year. Modular Distance Learning involves individualized instruction that allows learners to use Learning Management System (LMS) in print or digital format, whichever is applicable in the context of the learner, and other learning resources like instructional materials, textbooks, activity sheets, study guides, and other study materials. Online Distance Learning features the teacher as facilitator, engaging learners' active participation through the use of various technologies accessed through the internet while they are geographically remote from each other during instruction. Blended Learning refers to a learning delivery that combines any or a mix of online distance learning, modular distance learning, and TV/Radio-based Instruction (DepEd Order No. 12, s. 2020). To prepare teachers and school leaders for the delivery of multiple learning modalities, the Department of Education provided series of virtual trainings and seminars to fully capacitate all the teachers on the adjustments for the classes this school year. According to Karalis (2020), what is worth studying after returning to normality, are the implications that have arisen for the day after, that is, what adjustments need to be made, the extent of the situation and to define the basic dimensions of education and learning in formal education systems and organizations amid educational disruptions. However, just like everything else, getting back on track will require some tinkering since this has become our new normal (Mayzenberg, 2020). Transitioning from the traditional classroom to the utilization of the different learning modalities is a challenge even under the best possible circumstances. Educators and learners will take a while to adjust to this “new normal.” Thus, in the light of this research, the central idea of the study will focus on the teacher’s response on the new learning modalities adapted by the Department of Education (DepEd), it will also assess and provide a clear lens on the experiences, difficulties and challenges faced by teachers in this new normal education and recommends for short course/s offering intended for adult learners specifically teachers in private and public schools to capacitate them in this new era of dealing with technology in the delivery of instruction. II. THEORETICAL FRAMEWORK This study is anchored to the theory of change that is developed by Auguste Comte (1798–1857), Herbert Spencer (1820–1903), Emile Durkheim (1858–1917), Karl Marx (1818–1883), and Talcott Parsons (1902–1979), respectively, which states that individuals or organizations create a strategic plan with the multiple changes that need to take place and the structured actions that will lead towards these changes/goals. By doing so, they will be able to close the gap that often exists between their goals and the actions needed to successfully achieve them. The Theory of Change is essentially a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. It is focused in particular on mapping out or “filling in” what has been described as the “missing middle” between what a program or change initiative does (its activities or interventions) and how these lead to desired goals being achieved. It does this by first identifying the desired long-term goals and then works back from these to identify all the conditions (outcomes) that must be in place (and how these related to one another causally) for the goals to occur. These are all mapped out in an Outcomes Framework which provides the basis for identifying what type of activity or intervention will lead to the outcomes identified as preconditions for achieving the long-term goal. Through this approach, the precise link between activities and the achievement of the long-term goals are more fully understood. This leads to better planning, in that activities are linked to a detailed understanding of how change actually happens. It also Melisa C. Maloloy-on, Alvic A. Arnado, Glenn M. Aviles, Niña L. Solania and Razeliza P. Ventura Teacher’s Responses on the New Normal Learning Delivery Modalities: Prospective Lifelong Learning Pathway