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The document explores the challenges and opportunities faced by teachers, teacher educators, and professional development providers during the global lockdown's transition to online teaching. It highlights the need for teachers to develop a mindset and practical approach based on reflection, inquiry, and ongoing professional development. The importance of understanding the political, social, and cultural context, as well as prevailing definitions of teacher professionalism in (initial and in-service) teacher education programs, is emphasized. The document also addresses the challenges of classroom management, teacher-student relationships, and teacher well-being in the context of distance learning.
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Teachers’ Experiences on the Distance Learning: Basis for Designing a Faculty Development Plan A Master’s Thesis Presented to the Faculty of Graduate School Good Samaritan Colleges Cabanatuan City by RICHELLE DIANE B. SANTOS In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education (MAEd) Major in Educational Management and Leadership
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This thesis entitled “Teachers’ Experiences on the Distance Learning: Basis for Designing a Faculty Development Plan” was prepared and submitted by RICHELLE DIANE B. SANTOS, in partial fulfillment of the requirements for the degree of Master of Arts in Education (MAEd) Major in Educational Management and Leadership , has been examined, and approved examination. PROF. MARK KEVIN VIDAR, JD Adviser PANEL OF EXAMINERS
Member Chairman Member Accepted and approved in partial fulfillment for the degree of Master of Arts in Education (MAEd) Major in Educational Management and Leadership. ISIDRO C. SIA, PhD Dean, Graduate School
iii Dedication This study is wholeheartedly dedicated to my beloved parents, Ric P. Santos and Merlita B. Santos, who have been my constant source of inspiration and who gave me strength when I thought of giving up, who continually provide their moral, spiritual, emotional, and financial support; To the inspiration of this study, my colleagues at Good Samaritan Colleges, who have experiences struggles and challenges as we adapt and face the transition to distance learning. May this research be useful to all of us in maintaining our whole-teacher being; To the person behind the success of this study, the person who helped the researchers from day one of constructing the thesis, my Adi, thank you for your words of advice and encouragement to finish this study; And lastly, I dedicate this book to our Almighty God, thank You for Your guidance, wisdom, strength, protection, and skills, and for giving me a healthy life. All of these, I dedicate and offer to You.
iv Abstract Title: Teachers’ Experiences on the Distance Learning: Basis for Designing a Faculty Development Plan Researcher: Ms. Richelle Diane B. Santos Adviser: Prof. Mark Kevin Vidar, JD Degree: Master of Arts in Education (MAEd) Major: Educational Management and Leadership The study delved into the experiences of the Senior High School teachers upon the implementation of Distance Learning and the analyzed results was the basis is designing a Faculty Development Plan. The method used was qualitative in nature and used a case study approach by means of in- depth interview using structured interview guide and focus group discussion to gather and validate the results. Hence, triangulation was used by the researcher by analyzing the results from the virtual classroom observation tool through data retrieval chart to further validate and enhance the findings. The researcher used Checklist and Interview Guide questions as the main instrument to gather the data. Content Analysis by means of coding of the focus group discussion and interview transcripts was also conducted. Four Senior High School subject area coordinators and eight teachers teaching different grade levels and subject areas were chosen as participants of the study.
vi Teacher’s resilience, adaptability, mental health, and wellbeing are all equally important in making the distance learning successful. Having a refined learning system is not enough to deliver an effective distance learning approach but the teachers’ mind condition plays a vital role too. These are intrinsic values which will be fostered by having breaks such as non-academic or non-work-related activities such as mentoring, team building, and involvement to support groups. From all these findings, the researcher would like to recommend to administer the Faculty Development Plan, which is carefully drafted and designed based on the results of this study. The researcher also recommend broadening the scope of the study, if the situation (COVID 19 Pandemic) permits, by ethically and legally requesting schools, school leaders and administrators, other programs of assistance to private schools such as Private Education Assistance Committee (PEAC), and even Department of Education (DepEd), with special projects and programs concerning the faculty development programs. The more the respondents, the stronger and broader the data analysis might imply the effects of implementing the researcher’s recommendations. Keywords: Experiences, Distance Learning, Faculty Development Plan, Mental Health and Wellbeing, Feedbacking, Resilience
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Title Page Approval Sheet …………………………………………………………………………... i Acknowledgement ……………………………………………………………………….. ii Dedication ……………………………………………………………………………….. iii Abstract …………………………………………………………………………….......... iv List of Tables…………………………………………………………………………….viii List of Figures……………………………………………………………………………. ix CHAPTER 1. INTRODUCTION ………………………………………………………. 1 Problem and its Background…………………………………………………………….. 1 Review of Related Literature and Studies………………………………………………. 7 Synthesis of Related Literature and Studies…………………………………………...... 18 Conceptual Framework………………………………………………………………..... 21 Paradigm of the Study………………………………………………....………………... 23 Statement of the Problem ………………………………………………………………. 24 Scope and Delimitation of the Study…………………………………………………… 25 Significance of the Study……………………………………………………………….. 26 Definition of Terms…………………………………………………………………….. 27 CHAPTER 2. METHODOLOGY …………………………………………………….. 30 Research Design……………………………………………………………………….. 30 Research Locale……………………………………………………………………….. 31 Samples and Sampling Techniques……………………………………………………. 33 Research Instrument………………………………………………………………….... 35 Validation and Reliability of the Instruments…………………………………………. 36 Data Gathering Procedure and Ethical Considerations………………………………… 37 Data Analysis Strategy………………………………………………………………… 38 CHAPTER 3. RESULTS AND DISCUSSION ………………………………………... 40 Presentation, Analysis, Interpretation, and Discussion of Findings……………………. 40 Conclusion……………………………………………………………………………… 184 Recommendation and Implication for Theory, Research, and Practice………………... 187 Proposed Faculty Development Plan…………………………………………………… 190 REFERENCE MATERIALS ………………………………………………………...... Bibliography……………………………………………………………………………. 194 APPENDICES Appendix A: Communication Letters…………………………………………………... 210 Appendix B: Research Instrument Materials…………………………………………… 227 Appendix C: Documentation………………………………………………………........ 231 Appendix D: Faculty Development Plan Attendance Form……………………………. 236 Appendix E: Faculty Development Plan Evaluation Form…………………………….. 237 Appendix F: Faculty Development Plan Sample Program…………………………….. 238
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1 Research Paradigm 23 2 Research Locale 32 3 Major Theme 1: The Profile of the Participants 40 4 Major Theme 2: Whole Teacher Approach: Knowledge 51 5 Major Theme 3: Whole Teacher Approach: Practice 94 6 Major Theme 4: Whole Teacher Approach: Behavior 131 7 Major Theme 5: School’s Core Values 158 8 Training Process 189
Chapter 1 INTRODUCTION The Problem and Its Background The education system here in the Philippines and abroad as well took a heavy challenge from the COVID-19 pandemic. The struggles encountered by the parents and the students with online learning is evident, but teachers have their fair share of challenges as well. From the preparation of modules or study guides to conducting virtual classes and designing assessment tool, teachers have to make sure that the quality of education remains and that the learning gaps are addressed even with the absence of face-to-face interactions. As explained in the study of O. Nir-Gal (2002), although technology plays an integral part in carrying out effective distance learning modality, teachers’ role also constitutes heavy role by considering other learning needs of students like social needs, personal-emotional needs, cognitive needs, and of course techniques to make learning process more engaging. Even in the old normal, the role of the teacher is evidently necessary to deliver quality education. As cited by R. O. Sogillo, et. al (2016), teaching is an active process in which one shares information with others to make intellectual and behavioral changes. The quality of the outputs of education is dependent on the teacher’s ability to facilitate students’ learning. According also to Prokop, Tuncer, and Chuda (2007), the quality of education that teachers provide to students is highly dependent upon what teachers do in the classroom. Teachers, therefore, plays a very important role in teaching-learning process. Teachers are the forefront of meeting this challenges, and the quality of their instruction therefore acts as a major fulcrum for improving the education.
Considerations on the possible challenges before the academic year 2020-2021 have been made and reviewed by the different stakeholders. One of which is DepEd will need considerable and additional financial resources in order to meet the objectives of the BE-LCP. This is where the support of the respective local government units, civil society organizations, and other stakeholders become indispensable. Amidst the challenges faced by the education sector due to the transition from face-to-face classes to Distance Learning, private school sectors were also struggling to regain the massive decline on the number of their enrollees. Enrollment in kindergarten up to senior high school for the school year 2020-2021 dropped more than 25 percent from a year ago, according to figures from the Department of Education (DepEd). Private schools registered the biggest decline as more than 300,000 of their students had transferred to public schools this year as the COVID- 19 pandemic was ravaging the country’s economy, the DepEd data also showed. Because of this, some of the private schools started to come up with different learning programs and intensive preparations which differentiate them from public school and other competing private schools, still being careful not to deviate from the Department of Education’s (DepEd) mandates and directions such as aligning the modules and study guides designs to the most-essential learning competencies (MELCs) in every subject for all grade levels which focus on competencies and skills that will promote life-long learning among the learners for school year 2020-2021 which was developed and implemented by the curriculum planners of DepEd. One of the intensive preparations and considerations that has to be made is the preparation of the teachers in conducting Distance Learning. This unanticipated and accelerated move to online learning represents a crucial time to consider technology, pedagogy, and education. Digital technology played a significant role in enabling teachers to teach students at a distance using tools that enabled both synchronous and asynchronous communication with whole class, groups and
individual children or young people; access to learning materials; and interactive and collaborative activities (Starkey, 2021). As cited by Figley, et al. (2012), the teacher should help set the goals for school in allotting resources needed to arrive at the desirable teaching-learning situation. In the present situation, teachers were provided trainings pursuant to DepEd Order (DO) 050, s. 2020 titled DepEd Professional Development Priorities for Teachers and School Leaders for School Year 2020- 2023 prior to opening the classes for 2020- 2 021. Considering the complications and struggles on the educational system this pandemic brought, and the different situation and scenarios of each private schools, other institutions and private associations made their initiatives to offer online trainings and webinars to the teaching sectors and even to the school leaders with regard to the inevitable need to integrate technology and leverage its use to the distance learning modality. However, Shepard (2011) said that bringing technology tools into the classroom doesn't necessarily mean that teachers are leveraging them to develop students' 21st century skills(Critical thinking, Creativity, use of tech, research) which should remind teachers to be able to adapt to the new way of learning they should develop skills and strategies on how they can teach students to be creative and critical thinkers through the use of technology. According to Yates, et al. (2020), student engagement is one key factor to a successful distance learning. As explained in their study, the lack of social interaction is a major challenge for students in a Distance Learning modality, and therefore teachers must recognize this challenge and adjust their teaching practices in order to engage students during online interactions. However, the exigency in the adaption of technology among teachers due to pandemic did not meet the goal to purposefully integrate technology for a more effective online learning. Though technology is essential in distance learning, one must realize that it is only a tool to provide information. Student
Through these approaches the school was able to gather enough data to plan out the different topics for the In-Service Trainings for Teachers. Therefore, in terms of preparation, it is safe to say that teachers were prepared prior to the opening of the school year. However, actual experiences during the school year has brought many unforeseen issues which were not originally covered by the initial In-Service Trainings. Due to the uniqueness of the situation, teachers’ experiences would definitely vary depending on their knowledge, skills, and attitude. In this light, upon recognizing these facts and for being part of the profession that is determined of finding the effective and efficient delivery of distance learning, after experiencing the whole new learning modality this school year, the researcher was able to analyze the experiences of secondary school teachers in the online delivery of instructions that may serve as the basis for the proposed faculty development plan. Thus, this is indispensable in the recalibration of preparation, trainings, and programs addressing newly emerged issues for teachers to escalate and better the learning experience of the students under the distance learning modality.
Review of Related Literature and Studies The New Normal in Basic Education While the whole world, including our country the Philippines continues to face crisis brought by the unprecedented coronavirus disease 2019 (COVID-19) pandemic, the Department of Education (DepEd) proudly introduced the Basic Education Learning Continuity Plan (BE-LCP) under DepEd Order No. 012, s. 2020 to address the challenges in the basic education for the school year 2020-2021. BE-LCP consistently mandates the following: Section 1, Article XIV of the 1987 Constitution and Section 6, Chapter 1 of Republic Act No. 9155, or the Governance of Basic Education Act of 2001. Under Section 1, Article XIV of the 1987 Constitution of the Republic of the Philippines; The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all. On the other hand, Section 6, Chapter 1 of Republic Act No. 9155, or the Governance of Basic Education Act of 2001; DepEd shall be vested with authority, accountability and responsibility for ensuring access to, promoting equity in, and improving the quality of basic education. Hence, to keep in mind the constitutional mandate to promote the right of all citizens to quality education, BE-LCP has been designed with a legal framework responsive to the “New Normal”. In addition, in the integration of inputs into the BE-LCP, the Office of the Secretary was guided by the following principles: Protect the health, safety and well-being of learners, teachers and personnel, and prevent the further transmission of COVID- 19 ; Ensure learning continuity through K-12 curriculum adjustments, alignment of learning materials, deployment of multiple
the information, construct questions, and ask the instructor for clarification. In this scenario, the teacher, not the student, is listening, formulating, and responding (Salcedo, 2010) The second proposed learning modality is the Distance learning. This modality is feasible for independent learners who are supported by their guardians or parents periodically. Thus, this modality refers to where learning takes place between the learners and the teacher who are geographically remote from each other during instruction. In addition, Online Distance Learning, Modular Distance Learning, and Television/Radio-Based Instruction are the three types of this modality. In education, change comes with questions. Despite all current reports championing online education, researchers are still questioning its efficacy. Research is still being conducted on the effectiveness of computer-assisted teaching. Cost-benefit analysis, student experience, and student performance are now being carefully considered when determining whether online education is a viable substitute for classroom teaching. This decision process will most probably carry into the future as technology improves and as students demand better learning experiences (Sun, 2019). Thus far, “literature on the efficacy of online courses is expansive and divided” (Driscoll et al., 2012). Some studies favor traditional classroom instruction, stating “online learners will quit more easily” and “online learning can lack feedback for both students and instructors” (Atchley et al., 2013). Because of these shortcomings, student retention, satisfaction, and performance can be compromised. Like traditional teaching, distance learning also has its apologists who aver online education produces students who perform as well or better than their traditional classroom counterparts (Westhuis et al., 2006). During the middle of the year 2020, and with the date target in mind to officially open the classes originally between the month of October or September for the academic year 2020-2021,
the Department of Education also considered Blended Learning. This refers to a learning delivery that combines face-to-face with any, or a mix of, Modular Distance Learning, Online Distance Learning, and Television/Radio-Based Instruction. Blended learning will enable the schools to limit face-to-face learning, ensure social distancing, and decrease the volume of people outside the home at any given time. The statistics, however, of COVID 19 cases is not favoring this modality as the number grew largely that face-to-face classes was no longer a safe option. Lawless (2019) describes blended approach as a learning modality that combines online learning where there is an interaction between teachers and students using specific platform and offline learning wherein students are given time to work on various performance tasks at their own pace. General Challenges on The New Normal Education In the application of BE-LCP it confronted the following challenges: First, the various learning delivery modalities implementations, learners under blended learning or distance learning are not all capable of learning independently, and some are not given enough support by their parents or guardians periodically is a great challenge to deal. In addition, the mass production of the needs of teachers and learners’ learning materials, support of media institutions such as radio stations and Television is crucial. Second, in order to meet the objectives of BE-LCP, DepEd will need substantial and additional financial resources. Hence, the support from respective civil society organizations, local government units, and other stakeholders become necessary.
