Abstract

This study examined the level of customized learning continuity practices used by teacher-coaches during their absence. Employing a descriptive method, the findings showed that practices were "Almost Always" commendable, with an overall weighted mean of 3.85. The most effective practice was the provision of clear instructions in SLMs/LASs (Mean: 4.43), along with strong utilization of digital tools for remote tracking and communication. Conversely, practices requiring physical presence, such as classroom visitation (3.25) and conducting tutorials (3.58), were less consistently implemented. It is recommended that educational leaders establish structured systems for substitute collaboration and implement flexible tutorial arrangements. These steps will help address the challenges of physical absence and further elevate the impact of the coaches' instructional support.