The worldwide new normal of education has tested many teachers’ teaching skills due to many advancements and difficulties. One of the most important skills that teachers should have, is the ability to teach. To achieve high-quality performance, teachers should regularly seek to improve these skills. Teachers must improve their teaching skills to work effectively and efficiently in the face of the pandemic.
Teachers are technical micro-level educational leaders who control the learning process in the classroom. The degree to which they met their commitments determines how effective they are. It suggests that a key factor in defining the learning quality that will be coordinated with the educational output is the teachers’ teaching abilities in relation to their performance. Performance, according to Simanjuntak (2015), is a level of accomplishment that converts into task implementation to fulfill the objectives of the institution. In this instance, Simanjuntak has shown that performance is essential to accomplishing the goals of the company. Performance thus refers to the accomplishment of a goal or set of goals by an individual or an organization.
According to DepEd Order No. 42 series 2017, or the National Adoption and Implementation of the Philippine Professional Standards for Teachers, teachers play a crucial role in the development of a country. With the help of outstanding and competent teachers, the Philippines can produce whole-person learners who are steeped in values and equipped with 21st-century skills, leading the nation forward. This is in line with the purpose of the Department of Education to develop Filipinos who are passionate about their country and whose values and abilities enable them to realize their full potential and significantly advance the nation (DepED Order No. 36, s. 2013). Without a doubt, the core of the educational process is the teacher. As a result, the success of their pupils and their ability to teach are intrinsically linked. Teaching skills are being put to the test, especially now, in the new normal of education, in terms of how effectively instructions are provided, whether in a modular, online, or restricted face-to-face modality.
Memorandum No. 04 s. 2022, titled “Implementation of the Results-Based Performance Management System-Philippine Professional Standards for Teachers for School Year 2021-2022,” was published by the Office of the Undersecretary for Planning, Human Resource and Organizational Development on behalf of the Department of Education in 2021. To offer detailed instructions to all DepEd schools for the implementation of the SY 2021-2022 RPMS during COVID-19, this Memorandum is being issued. The Basic Education Learning Continuity Plan (BE-LCP) of the Department and aligned with the delivery of instruction through the learning delivery modalities (LDMs) appropriate in the context of local conditions and consistent with the COVID-19 rules and regulations, this document outlines the specific guidelines, including the tools, protocols, and timelines, in the implementation of RPMS. As directed by community quarantine declarations in the region where the school is located and in accordance with the Department’s alternative work arrangement (AWA) issuances, all Schools Division Superintendents (SDSs) and school heads must use the proper working arrangements, strategies, and modalities to complete essential RPMS activities.
By: Ms. Angelica C. Gonzales|Teacher III|Nellie E. Brown Elementary School|Olongapo City
