The study aimed to determine the effect of the implementation of early language, literacy, and numeracy program in the teaching-learning outcomes. Furthermore, this attempted to determine if there is a significant relationship between the early language, literacy, and numeracy program in promoting salient teaching-learning outcomes in a distance learning realm. Using a descriptive correlational study method, it involved 140 public elementary school teachers from 11 schools in the San Francisco District, during the academic year 2021-2022. Self-made questionnaire was employed to measure the data about the pre-implementation, implementation, and post-implementation of early language, literacy, and numeracy program in San Francisco District in terms of teaching and learning outcomes which undergone internal and external validation through the help of the panel of examiners and group of teachers. Results revealed that there is significant relationship between the components of early language, literacy, and numeracy program to the teaching-learning outcomes in the public school in the District of San Francisco. Therefore, the null hypothesis stating that there is no significant relationship in the above-mentioned variables is not supported by evidence and therefore not sustained the findings of the study.

teachers' competence