TITLE PAGE CHALLENGES AND EXPERIENCES OF SCHOOL HEADS AND TEACHERS IN TEACHING AND LEADING AMIDST PANDEMIC Russel P. Bitchayda, Christian B. Pica, Kim Bryan G. Tigue russel.bitchayda@deped.gov.ph
Gen. Emilio Aguinaldo-Bailen Integrated School Municipality of Gen. E. Aguinaldo, Cavite
ABSTRACT
Due to the life-threatening virus disease 2019 (COVID-19) pandemic, educationalists, and students in schools across the world have experienced wideranging, unexpected changes in the education sector, which closed school premises in June 2020. The COVID-19 epidemic has had a global impact on educational systems, resulting in the near-complete shutdown of universities, academies, and institutions (RAND Corporation, 2020). While natural catastrophes, armed warfare, and social upheaval have always been a source of concern for schools worldwide, the level of instructional interruption produced by the COVID-19 outbreak is unparalleled in global history. The International Association for the Evaluation of Educational Achievement (IEA) and UNESCO, in collaboration with the European Commission, have released groundbreaking research to examine the impact of the epidemic on schools. The study, named the 'Reactions to Educational Disruption Survey (REDS),' aims to provide educators, administrators, framework pioneers, and politicians with a more comprehensive picture of the pandemic's impact on global education. The research seeks to answer the following broad question: How were interruptions affecting teaching and learning, and how might this be mitigated by the implemented solutions, both across and within countries? According to UNESCO, school closures caused by COVID-19 at the height of the disruption impacted more than 90% of all learners. As a response to unexpected school closures, UNESCO advised the use of remote education programs and open learning alternatives and means that schools and teachers may utilize to contact learners remotely and reduce disruptions to education. "While tutoring systems are typically resistant to change, and changes
may take years to emerge, the COVID-19 epidemic has had a significant influence." Dr. Dirk Hastedt, the IEA's founder (The Educator, 2020). According to Cavite Governor Remulla, around 100 private schools in the province would close for at least one academic year as the country's educational system transitions from classroom instruction to blended or distance learning. According to Remulla, the province government would need to develop its own "educational strategy" and allocate P5 billion for 600,000 students enrolling to public schools this year (Inquirer, 2020). Mainly, this study mostly addressed the queries posted by the researchers. a.) What remote learning options were available to students during school closures? b.) What are the school principals' perspectives on school challenges throughout the implementation of education in the context of Covid 19 and needs? c.) How involved have schools and instructors been in interacting with families and students? d.) What preparations have instructors made to continue distance instruction, and what further help do they require? e.) What are the principal's primary concerns and recommendations for the forthcoming summer season and the following school year? The researchers used a survey questionnaire and weighted responses from teachers and school leaders in this study. Furthermore, this study highlighted key findings to better understand the state of learning in the midst of a pandemic, as well as presented ideas, suggestions, and recommendations for achieving success in learning in a pandemic setting. Keywords: Pandemic, Distance Learning, Challenges, Experiences
ACKNOWLEDGEMENT
It is truly a blessing to have a study on the experiences and challenges of teachers and school administrators in a pandemic environment. This attempt aided us in resolving the issue.
This study demonstrated that GEA-BIS teachers are committed to be a part of solution-seeking endeavor. This attempt will not be possible or effective without the assistance of the following individuals:
To our dear Principal Gregoria A. Peña, who helped us believed ourselves, who urged us to conduct research studies, a special thanks.
To the teachers and school heads who quickly responded the online survey, many thanks for giving us a portion of your time.
To GEA-CARE for their ongoing encouragement and confidence in us researchers, which motivated us to pursue this research study.
To my colleagues, Christian B. Pica and Kim Bryan G. Tigue who offered their time, effort, and financial support. Without them, this study won’t be possible. Without ceasing to thank all of you.
Above all, we thank our Almighty Father for providing us with the wisdom and strength to persevere.
INTRODUCTION Distance education is a planned teaching-learning process that takes place in a location other than the traditional learning setting and necessitates communication and a special corporate organization through technologies (Moore & Kearsley, 2012). There are four components to the definition of distance education: a. On a corporate basis b. Through interactive telecommunication c. Data, sound, and video sharing (learning experiences) d. Distancing between teacher and student (Simonson, Smaldino, Albright & Zvacek, 2008). Distance education, whose predecessor practices were based on mail correspondence technologies, has continued with the use of pre-recorded media, two-way audio, two-way audio with graphics, one-way video, two-way audio / one-way video, two-way audio / video, and desktop two-way audio / video technologies as technology has advanced (Simonson et al., 2008). The rise of the internet has given birth to the concept of electronic learning, resulting in a shift in the mode of delivering learning and knowledge (Mahmud, 2010). Along with the advancement of digital technologies aimed at providing distance education, new educational opportunities such as open educational resources and massive open online courses have emerged to allow greater numbers of people to access education (Saykl, 2018). In today's digital age, online learning, blended learning, social media, and open learning are critical developments for effective teaching (Bates, 2018). Furthermore, the widespread use of mobile learning tools has added a new dimension to distance education. The use of mobile learning tools in distance education improves learner motivation, self-regulation, control, and personalization of the learning environment (Sönmez, Göçmez, Uygun, & Ataizi, 2018). However, because teaching with new technologies necessitates a variety of
skills that most educators lack, educators must be trained on how to use these new devices and integrate them into their own implementations (Makoe, 2012). Furthermore, students should be prepared and motivated for distance education lessons, which are widely used and designed in a variety of models (Bertiz & Kocamankarolu, 2020). DISTANCE EDUCATION PROBLEMS Distance education provides individuals with educational environments that are independent of time and space, thanks to the advancement of web-based platforms and technologies (Bilgiç & Tüzün, 2015). Distance education is chosen by institutions for a variety of reasons, including access to learning and education, updating skill development, increasing cost effectiveness, improving the quality of educational structure, improving the capacity of the educational system, balancing inequalities between age groups, providing education to specific target groups, and providing emergency case training to target groups (Moore & Kearsley, 2012). The various
branches
of
government,
including
education,
were
stretched
to
accommodate the New Normal. The system had been through a lot in a short period of time and had gone to great lengths to keep its mission alive. Despite being the center of the government, economy, and education, Metro Manila was unprepared. The lack of gadgets and a poor internet connection were just two of the factors that clashed with its mandate to provide quality education to students. As a result, the Department of Education (DepEd) developed the Basic Education Learning Continuing Plan (BE-LCP), which included various learning modalities to ensure the safety of all stakeholders. Prior to the formal start of classes in October 2020, the Central Office provided policy direction so that field offices and schools across the country could strategize how to bring distance education to their respective
jurisdictions. San Juan City is fortunate to have people who can adhere to and be faithful to DepEd's sworn mandate. Gadgets were distributed, intranet infrastructures were installed, and localized materials were developed and produced to address the problems that arose because of the global health crisis. Nonetheless, various difficulties were encountered, particularly in distributing and retrieving the modules. The first issue was a lack of printed modules. Teachers frequently print self-learning materials to complete the number of modules to be distributed to students. The second issue was that most of the parents did not adhere to their assigned schedule for obtaining and retrieving the modules. This resulted in teachers reporting to schools unnecessarily as they went back and forth just to entertain the parents. Given the circumstances of the COVID-19 infection, this posed a significant health risk for them. Finally, the late delivery of modules from service providers frequently caused stress for teachers because they needed to reproduce the modules themselves for the modular learners. It also meant that the late modules would pile up in the school and become unusable for the time being. Regardless of the flaws mentioned, it is critical as an educator to provide quality education to students. In Gen. E. Aguinaldo District’s experience, teachers rose to the challenges and adopted the new system, with collaboration and open lines of communication as the keys to championing the cause of quality education in the midst of a pandemic. REVIEW OF RELATED LITERATURE In these most dark events, the Department of Education finds way to deal with the issue in preparing during pandemic and presents the learning modalities: What is What is Remote Education? This discussion going to an elective method for training conveyed securely where the instruction occurs from both educator and the students
and associated by an accessible methodology set and endorsed by the school. What is Modular Distance Learning? Learning is within the sort of independent or selftaught
education
that
allows
learners
to
use
modules
such
printed
or
digitally/electronically duplicate like Materials for Learners, study guides, books, activity sheets and other materials suitable for learning. What is Online Distance Learning? This means is accessed virtually using various websites or applications, electric devices, and stable internet to let the teacher facilitates instruction and learners actively participate while they're physically distant from one another. What is Home Schooling? It is an alternative delivery mode (ADM) targets to deliver learners with equal opportunity to quality education via home-based environment to be facilitated by qualified parents, guardians or tutors who have undergone relevant training. What is Blended Learning? This alludes to a learning methodology that grants for a blend of eye to eye and online distance learning (ODL), vis-à-vis and measured distance learning (MDL), vis-à-vis and TV/Radio-based Instruction (RBI), and eye to eye learning and a mix with at least two sorts of distance learning. What is Traditional Face-to-Face Learning? This alludes to a learning conveyance methodology where the students and furthermore the educator are both genuinely present inside the study hall, and there are openings for dynamic commitment, prompt input, and socio-enthusiastic improvement of students. What are Alternative Delivery Modes (ADM)? are attempted and tried elective modalities of training conveyance inside the bounds of the proper framework that permit schools to convey quality instruction to underestimated (DepEd Tambayan,2020).
According to Reimers, Fernando M. (2020), the pandemic that's ravaging the world is probably going to generate the foremost chaos to education in a minimum of a century. The educations and welfare of these currently at school are going to be
affected in many ways, some may be understood. Most directly, because essential physical isolation measures will disturb or have already, their chance to join school they're going to study but they would have then. Furthermore, they'll disremember mostly of what they gained this school year, suffering a difference of the well-known event which is summer loss except that it'll not occur in summer season. School associations and governments will attempt to dispatch substitute methods of instruction during the pandemic which requires physical separating, all things considered these will perhaps well-relevant for adolescents whose guardians have received good schooling, with societal benefits, and those who can afford to have means, such as stable internet connectivity and electronic devices, thus they can still have chance to gain quality education. For several, lacking those conditions, the longevity of social distancing is probably going to end in very narrow chance to acquire.
A study looking into the stress teachers face when using technology also shows the increase in anxiety teachers are experiencing now that the new learning model has shifted to online forms. According to the study, many teachers who do not belong to the "Millennial" or "Gen Z" generations are more likely to experience stress (Al-Fudail & Mellar, 2008). "Teachers do not situate well in blended forms of learning," according to a study on online learning's problems in the classroom. Teachers are not trained or educated to teach virtually, so blended learning is not their preferred method of instruction. This perplexity causes distress and frustration throughout the educational community (Dziuban et al., 2018). Thus, the stress causes and manifestations to secondary school teachers in public schools. This study established that one of the primary causes of teachers' stress is a lack of time and concern for students. Many educators believe they have a moral obligation to care
for their students' well-being (Nyambongi, 2014). A work-from-home analysis conducted in India revealed that teachers must commit to most new educational processes, making them unable to prioritize their mental health (Pajarianto et al., 2020). ). A case study on the stress state of teachers and students in Stockholm, Sweden, revealed that any sudden change in the learning environment causes disparity and even depression across teachers. This is particularly amongst the administrative heads of educational institutions (Ramberg, 2019). Almost 9 of 10 teachers feel incredibly stressed and anxious, following the shift caused by the pandemic. Additionally, the survey report also revealed that 81% of the educators who were respondents of the study are putting in more than 14 hours a day to finish their professional responsibilities (Schaffhauser, 2020). This ambiguity causes distress and frustration throughout the educational community (Dziuban et al., 2018). Thus, stress causes and manifestations in secondary school teachers in public schools. This study found that one of the primary causes of teachers' stress is a lack of time and concern for students. Many teachers believe they have a moral obligation to care for their students' well-being (Nyambongi, 2014). A work-fromhome analysis conducted in India revealed that teachers must commit to most new educational processes, rendering them incapable of prioritizing their mental health (Pajarianto et al., 2020)
RESEARCH QUESTIONS
The target of this research is to search out how teaching took place during school closure and the way teacher led within the students learning likewise the challenges and experiences amidst pandemics.
This research answered the following:
1.) What distance learning modalities were given to learners during school shutdowns? 2.) What are school head`s viewpoints of school issues during implementation of education amidst Covid 19 and needs? 3.) To what degree have the schools and teachers made interaction with families and students? 4.) What preparations have teachers set to continue distant instruction and what are their needs for added support? 5.) What are school head`s main concern and proposal for the upcoming summer season and the following school year? SCOPE AND LIMITATIONS Challenges and Experiences of School Heads and Teachers in Teaching and Leading Amidst Pandemic is a basic investigation expected for administrators and educators in the District of Gen. E. Aguinaldo that looked into how instructing took place during school closure and how teachers led inside the students' learning and the difficulties encountered during pandemic. It also stated what trainings teachers had received, what additional assistance was required, and what school leaders' plans for the following school year were.
RESEARCH METHODOLOGY a. Sampling This research utilized 100 teacher-respondents and 11 school heads in the District of Gen. E. Aguinaldo, Cavite. b. Data collection These techniques were used during the gathering information:
1. Survey-Interview Method - was used to determine what realizing opportunities were given to learners, school heads' perceptions of school difficulties and necessities, how much schools and teachers have connected with families and learners, trainings the educators have received to help far off guidance, what their needs are for additional assistance, and school heads' needs and plans. 2. The investigation's findings provided an incredible source of data. 3. Overall, we provide weighted teacher and school leader responses in this report. Myra B. Malimban, the GEA-CARE chairman validated and approved the questionnaires created by the researchers before they were utilized.
DISCUSSION OF RESULTS AND RECOMMENDATION Distance learning is described in the study as any other educational material, resource or support a school provides to students during the closure of the school premises. Distance learning can include both online teaching and the distribution of printed materials (e.g., study sets, worksheets). Distance education, also known as distance education, e-learning, and e-learning, is a type of education in which teachers and students are physically separated in the teaching and learning process. Various are used to facilitate communication between students and teachers. Distance education saves students a lot of energy and time. This allows students to avoid the stressful daily commute and the hassle of trying to get to class on time. It also allows students to study at their own pace and complete classes at any time based on their busy schedule. Distance learning allows students to control their own schedule. The following numbers help us understand the challenges and experiences of administrators and teachers in a pandemic environment.
FIGURE 1 Percentages of Teachers Indicating a Predominance of New Content
(0%)
NOTE: The results in this table are based on the following survey question: "How much emphasis do you place on reviewing prior COVID19 content versus presenting new content when providing distance learning?"
Figure 1 displays that in the provision of distance learning, 100 percent of teachers reported that most of the content is a review with a bit of updated materials. FIGURE 2 The Percentage of Principals Who Indicated That These Conditions Hampered the Provision of Distance Learning.
NOTE: This figure is based on responses to the following survey question: “Please describe how each issue has limited the number or kind of distant learning resources you have been able to give to learners while your school facility has been closed.”
Figure 2 displays the extent to which principals viewed each of several factors as limiting their school’s ability to transition to distance learning. Students' lack of internet access, lack of technology devices, financial constraints, and inadequate
access to internet or technology among teachers were the most commonly noted limiting. 80 percent stated that concerns about providing equitable instructions to all students is a minor limitation and 10 percent both a minor and major limitation. On the other hand, 100 percent stated that inability to communicate with students’ family is not limitation. (Explained in figure 5) FIGURE 3 Percentages of Principals Indicating a Significant or Very Significant Need for Additional District Support
NOTE: This table is based on the following survey question: “Please indicate your current degree of need for extra help from district leaders in each of the following areas.” Response options were “no need,” “minor need,” and “major need.”
Figure 3 shows that the majority of principals want "strategies or resources to address the loss of students' opportunities to engage in hands-on learning." (For example, the elimination of internships, hands-on learning activities or in-class labs).“Relatively high needs were identified for high-quality materials to support academic instruction and social and emotional learning, as well as student technology.” In fact, based on the survey results, 100 percent of school heads agreed that there is a need for additional or added support in terms of internet, devices, or other technology for students to access online materials, high-quality materials to support social and emotional learning, tools and resources to enable
engagement of students with counselor or school psychologists, and strategies or resources to address the loss of students’ opportunities in hands-on learning. Whereas 60 percent agreed that high-quality materials is a major need and 40 percent saw it as minor need, 100 percent agreed that trainings to support teachers is of no need, and 70 percent agreed that having the opportunities to network and learn from other principals is a major need and 30 percent believed that it is a minor need. FIGURE 4 Percentage of Principals Noting Each Area as a Higher Priority When Their School Building Reopens When Compared to Priority Before Schools Closed
NOTE: This figure is based on the following survey question: “Please indicate whether you anticipate each of the following goals becoming a higher priority for you when your school building reopens, as opposed to how they were before your school building closed.”
Figure 4 displays that that the highest percentage of principals strongly agreed that planning for future school closures or other emergencies, addressing disparities in academic performance among students, ensuring students’ health and safety, enacting new social or emotional interventions or initiatives, engaging with families, supporting professional learning for teachers, implementing interventions related to student behavior, adopting formative interim/continuous assessments, and preparing for summative or year-end assessments are the top priority goals when the school building reopens.
FIGURE 5 Percentage of Teachers Who Reported Being Able to Contact All or Nearly All of their Students and/or Families
NOTE: This figure is based on the following survey question: “Approximately what percentage of your students and/or their families have you been able to contact since your school building closed?”
Figure 5 reveals that teachers' ability to monitor their students' work is largely dependent on whether or not they have access to the technology and information they need to communicate with students and their families, a topic we looked into in both the principal and teacher surveys. 45 percent of the teacher-respondents disclosed that they were able to contact just about 75 percent of their student and families. 25 percent of the teacher-respondents were able to communicate all of their students and families, just about 50 percent of the scholars and families were contacted by 18 percent of the teacher-respondents, and nearly all (12 percent were contacted by the teacher-respondents. However, supported the response of the principals, inability to communicate with students and families wasn't a hindrance or a limitation among the provision of distance learning. Generally, the reason why some of the students and families were difficult to contact primarily because of geographical setting where internet connection is very poor, financial constraints and unavailability of communication gadgets.
FIGURE 6
Percentage of Teachers Indicating Current Level of Need for Support from Their District or School in Each of the Following Area
NOTE: This figure is based on the following survey question: “Please indicate your need for additional support from school or district in each of the following areas.”
Figure 6 reveals that for item 1, 56 percent of the teacher-respondents believed that strategies to keep students engaged and motivated to learn remotely is a major need, 36 percent believed that it is a minor need, and 12 percent said that there is no need. For item 2, with 78 percent majority of the respondent agreed that there is a major need on the strategies or resources to address the loss of students’ opportunities to engage in hands-on learning, whereas 21 percent said that it is just a minor need, and 1 percent stated that there is no need. For item 3, 69 percent agreed that guidance and/or tools for assessing students’ academic learning is a major need, 24 percent believed that it is a minor need, and 4 percent believed that there is no need. For items 4-10 namely: 76 percent believed that tools and resources to enable counselors or school psychologists to support students is a major need, 63 percent believed that technical support to help teachers use online tools and resources is a major need, 54 percent believed that strategies to adapt the curriculum the teacher already using to continue its use via distance learning is also
a major need, 82 percent believed that access to high-speed internet at home, 71 percent strongly believed that up-to-date computer to use at home, 59 percent believed that opportunities to network and learn from other teachers, and 59 percent believed that academic lesson plan were believed to be areas where support is highly needed. Overall, items 1-10 were the areas needed for additional support. CONCLUSION Based on the results of the research conducted, they have found out that, educators provided a variety of distance learning resources, but the pandemic is likely to worsen existing differences. Educators across the country quickly shifted their focus to connecting with students and families, as well as supporting students via distance learning. While teachers and principals both stated that they had received some training to prepare them for this work, there were gaps in that training, particularly in terms of training to support specific student groups such as students with disabilities and at risk of quitting. Teachers reported that there was insufficient curriculum coverage, with more review and less new content coverage than usual. There were significant disparities in students' access to learning supports prior to the pandemic, which educators must continue to address. Principals requested assistance from district leaders for a variety of reasons, including strategies to address the loss of students' hands-on learning, teacher training on distance learning, and student technology. Teachers, in particular, expressed a desire for strategies for motivating and engaging students, addressing the loss of hands-on learning opportunities, and assessing and supporting students' social and emotional well-being. According to school principals, several goals, such as emergency preparedness, closing learning gaps, and
addressing students' mental health, will be more important this school year than they were the previous year. RECOMMENDATIONS 1. Teachers, particularly those dealing with the most vulnerable learners, require professional development to assist them manage the problems of remote learning. 2. Policymakers and funders must address disparities in learning opportunities by ensuring that learning supports, such as internet access and technology, as well as classroom materials to promote academic, social, and emotional learning, are available to students who require them the most when the new school year begins. 3. Because some form of distance learning is likely to continue, educators will require resources and strategies to help students stay motivated and engaged while learning remotely, as well as guidance to provide students with handson learning opportunities (e.g., labs, internships) and to assess and support students' social and emotional learning. 4. Both leaders and teachers require improved methods of communicating with kids and families. School and district emergency plans should include efforts to ensure that all learners and families have contact information. 5. The pandemic has caused school heads to reprioritize goals and tasks. District leaders should be prepared to help them as they shift to plan for emergencies, address learning gaps, and deal with student mental health issues that might be exacerbated by the pandemic's effects.
DISSEMINATION AND ADVOCACY PLANS This research is intended to be disseminated in the district, division, regional and even national conferences and published in publications and websites.
Activities Gathering of Data Discussion, interpretation, and data analysis Finalization of Research Paper Information Dissemination
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