For the academic year 2021–2022, Philippine Education welcomed 27 million pupils and 866,512 instructors in basic education in response to the COVID-19 epidemic. The Philippines’ educational system used a number of distance learning techniques as teaching strategies and learning materials (Department of Education, 2022). In the Philippine educational system, there are numerous concerns about the quick shift from traditional teaching-learning procedures to remote learning, which was achieved through online synchronous or asynchronous teaching-learning, modular learning, and blended learning. As they tried to acclimate to the new standard of schooling, students in the Philippines encountered a number of difficulties.
The three types of impediments listed in Baticulon, Alberto, et al., (2020) nationwide survey of students in the Philippines are as follows: 1. environmental and societal barriers, which include domestic, institutional, and community barriers. 2. technological barriers, which are characterized by a lack of educational technologies that are available and accessible to both teachers and students. 3. individual barriers, which relate to the capacity to adapt to various learning styles. The obstacles show how teachers must conduct assessments and pass judgment. Even if some of the hurdles happen quickly, action must be taken right away to give them the correct attention and importance in how they are emphasized. The results of the national poll further emphasize the significance of a teacher in the new standard of education. The role of teachers in constructivist distant education, according to Isman, Debaj, et al., (2014), is to collaborate with their students, foster a learning environment, and facilitate knowledge acquisition and re-learning of concepts through responsive feed feedback.
Due to remote learning, teachers in the Philippines are now permitted to work from home. The teachers are required to work remotely as part of the government’s effort to battle the coronavirus. The quick shift to remote teaching and learning, according to Kraft (2020), has decreased student involvement in the classroom. Teachers must be prepared to handle any problems that arise during remote education. The educational establishment must handle technical abilities, social components, and teacher characteristics. Teachers must be inspired to understand online education and make sure that student training is adaptable and interesting.
Teachers’ self-efficacy is a measure of how confident they are in their ability to facilitate learning. Academic performance and student wellbeing are also impacted. Classroom conduct and the teacher’s efforts to accomplish learning objectives are influenced by teacher self-efficacy. Therefore, increasing a teacher’s self-efficacy may improve both teaching performance and academic accomplishment in students. De Nobile and McCormick (2015) found that teachers who have high levels of self-efficacy are less stressed in difficult circumstances. Teachers that have higher levels of self-efficacy take responsibility for student motivation, think they can favorably influence pupils, and actively promote both behaviors. Raising teacher self-efficacy and work-from-home performance are essential aspects that contribute to students’ accomplishment in this new normal of education.
By: Ms. Angelica C. Gonzales|Teacher III|Nellie E. Brown Elementary School|Olongapo City
