As a non-teaching personnel, the researcher believes that the complexity of educational institutions makes it impossible to produce and deliver education as a service in a centralized manner, posing serious challenges to governments' technical, financial, and managerial capacities. Therefore, the government implements Recovery Plans and Learning Continuity Plans to shift control to the school level. For the operations of the school, principals, teachers, parents, students, and other stakeholders take on accountability and decision-making. However, school administrators must operate under or adhere to a set of centrally defined policies that have been developed by the Department of Education. This study was focused on the extent of LCRP operationalization in terms of learning environment, contextualizing learning strategies and modalities, Brigada Eskwela and Oplan Balik Eskwela, and monitoring and evaluation as well as the respondents support the learning continuity and recovery plan operationalization in terms of governance and accountability, human resources and team development, finance and resource management and mobilization, and budget allocation. The respondents of this study were the two hundred (200) teachers. The total sample size of two hundred (200) teachers was computed using the Slovin’s Formula from the total population of two-hundred fifty-six (256). The descriptive research employing quantitative methods was used in the study. Research on demographic phenomena was recorded using descriptive research, often known as statistical research. Purposive sampling was used to calculate the study's sample size. This kind of non-probability sampling, sometimes referred to as judgmental, selective, or subjective sampling, involves researchers using their own discretion to pick study participants from the public.