INTRO: To our research adviser, Ma’am Anilyn Tabara, to our chairperson, Sir Rolando De Guzman, to our panelists, Dr.

May Rhea Lopez, and Dr. Gerdalitz

Mingarine, to our Critic reader, Sir Victor Barnachea, to our statistician, ma’am Gracianne De Guzman, and to our Research instructor, Dr. Josephine Lambinicio, a
pleasant morning. We are here to present to you our research, entitled: CHALLENGES AND COPING MECHANISMS OF TEACHERS IN THE NEW NORMAL. My name
is Beverly Antolin, my name is Babylyn Evasco, my name is Kianno Labiste, my name is Michael Angelo Ragel, my name is Myleen Rosario, my name is Jerwin
Vidal, and my name is Carl Miller Villanueva. And we are the presenters for today.
BACKGROUND OF THE STUDY
 The global COVID-19 pandemic has brought huge disruptive and upsetting effects on the normal life of people in many countries.
The covid 19 really affects us not just our world economy that caused all the business and firms’ shutdown, but it also caused us fear on getting infected by
the virus. This kind of health crisis has also a great impact on schools, students, and parents that leads to our educational system to become weak since we
are not yet ready and still adjusting to face the new normal education. That is why we need to have a new paradigm of school education to reshape and
respond to the challenges in the new normal.
 The WHO declared that COVID-19 is already a pandemic.
Our president, Rodrigo Duterte declared that our country is now in a state of calamity under the presidential proclamation no. 929 series of 2020. So, under
this proclamation, the suspension and temporary closing of companies, enterprises, and business operations have taken effect. The world health
organization also recommended different measures such as social distancing, wearing of face mask, hand washing, self0 isolation and improved health care
system in order not to get infected by the virus.
 The education sector as the most affected field becomes at stake.
We come up with this study in connection with BE-LCP or also known as Basic Education Learning Continuity Plan as stipulated in the DepEd order no. 12,
series of 2020, which aims to ensure the health, safety, and well-being of the learners, teachers, and personnel in the times of COVID- 19. It also anchored
from the mandate of Article 14 of our 1987 constitution, to protect and promote the right of all citizen quality education at all levels. We also crafted our
study in relation of Section 6 Chapter I of Republic Act No. 9155 or also known as the Governance of Basic Education Act of 2001, which states that DepEd
is vested with the authority, accountability, and responsibility for ensuring access to, promoting equity in, and improving the quality of basic education.
That is why….
 This study will be conducted to explore the challenges encountered by teachers in the implementation of the new normal.

BEV: Let us now proceed to the statement of the problem to be discussed by Ms. Babylyn Evasco.
ATE BABY: So, this study determined the challenges and coping mechanisms of the Teachers in Don Alipio Fernandez, Sr. Integrated School in the New Normal

during the school year 2021-2022. Specifically, this study sought to answer the following questions.

1. What is the profile of the respondents in terms of:

a. age;
b. sex;
c. civil status;
d. highest educational attainment;
e. designation;
f. grade level handled; and
g. no. of trainings attended related to new normal?

2. What is the extent of challenges encountered by the teachers in the implementation of the new normal education along:
a. instructional delivery;
b. teachers’ preparedness;
c. students’ participation; and
d. working environment?
3. What is the extent of coping mechanisms utilized by the teachers to address the challenges along:
a. instructional delivery;
b. teachers’ preparedness;
c. students’ participation; and
d. working environment?
4. Is there a significant difference between the respondents’ perception of their level of challenges across their profile variables?
5. Is there a significant difference between the respondents’ perception of their coping mechanism across their profile variables?

ATE BABY: Let us now move on to the methods we used in the study to be discussed by Ms. Myleen Rosario

Myleen: this are the methods that we used. For our Research Design the researchers used Quantitative Method particularly Descriptive Research Design to
determine the challenges and coping mechanisms of the respondents. It includes Descriptive-Correlational because the researchers will use survey questionnaires
to gather data, considering the objectives, research problems, and first-hand data from the respondents. Besides, Correlation will be used to test the relationship
between and among variables.
For the sample and sampling method used, in this particular research the researchers used Purposive Sampling where the respondents will be chosen
intentionally, both elementary and secondary teachers of Don Alipio Fernandez, Sr. Integrated School will be the participants of the study. A total of 26
respondents, composed of 13 elementary and 13 secondary including Senior High School teachers.
Next for the Data Gathering Instrument the questionnaire of the study, it follows a Quantitative Survey Questionnaire set up as you can see in page (insert page)
in your manuscript. Also, in this study the researchers specifically used a frequency type 5-point Likert Scale as you can see in the screen the scale has
parameters ranging from 1 to 5 and its corresponding descriptive equivalent.
Myleen: the next part will be the results, analysis, and discussion to be discussed by Mr. Kianno Labiste, Mr. Michael Angelo Ragel, and Mr. Carl Miller Villanueva.
Kianno: for the results, analysis, and discussion, there 5 parts which are:
(1) Profile of the respondents;
(2) the extent of challenges encountered by the teachers in the implementation of the new normal education along with instructional delivery; teachers’
preparedness; students’ participation; and working environment.
(3) the extent of coping mechanisms utilized by the teachers to address the challenges along with instructional delivery; teachers’ preparedness; students’
participation; and working environment.
(4) the significant difference between the respondents’ perception of their level of challenges across their profile variables; and
(5) the significant difference between the respondents’ perception of their coping mechanism across their profile variables.

Michael: for the profile of the respondents, the result in terms of their age indicated that most of the respondents in Don Alipio Fernandez, Sr. Integrated School,
Sitio Isla Pinmaludpod, Urdaneta City, Pangasinan falls within age bracket of 26-30 years old with the frequency of six (6) or 23.08%. This shows that most
teachers belong to middle adulthood up to late adulthood. In terms of sex, the data show that 19 or 73.08% of the teachers are females while 7 or 26.92 % are
males. Generally, teaching is a female-dominated profession; males still dominate in the leadership area. In terms of their civil status, majority of the teachers
were married obtaining 18 or 69.23%. In terms of their highest educational attainment, most of the respondents have MA/Ms units with 21 or 80.77%. In terms
of their designations 15 or 57.69% are Teacher III. In terms of their grade level handled, most of the respondents were Elementary teachers with frequency
percentage of 13 or 50%. Lastly, in terms of their seminars attended, majority of them attended national trainings with frequency percentage of 26 or 100%. It
can also be noted on the findings that the teachers actively participated and attended seminars conducted within the institutional to international.

Carl: The extent of challenges encountered by the teachers in the implementation of the new normal education along with the area of instructional delivery and
teacher’s preparedness were rated as “Serious” with an overall weighted mean of 3.68. In the area of instructional delivery, it justifies the fact that teachers will
have to make further changes as the current normal setup of education is introduced. “Technology does not educate students; successful teachers do,” say Palloff
and Pratt (2000). As a result, teachers can express and develop a successful design and development of modular learning focused on learning by trainings and
workshops, teachers' knowledge of approaches based on student needs, and an understanding of the necessary practices are still expected for the target
audience. On the other area, teacher’s preparedness, it indicates that most of the teachers are really in need of much time to come up with effective and
interesting modules with the pedagogical and motivational value that will result in positive learning outcomes. Teachers must develop suitable resources to have a
greater influence on learning that comprises modules of students, according to B.S.Abdur Rahman Deemed University's article from 2009. In the area of students’
participation, it was rated as “Serious” with an overall weighted mean of 3.93. it justifies that teachers' involvement is critical since they are our important
informants. Teachers stated that the real-life encounters rekindled their interests and that the activities were pleasant. This relates to the statement that, "A
superb module that truly sets minds to work." (Willmot, 2010), and lastly the area of working environment were rated as “Serious” with an overall weighted mean
of 3.65. This result relates to the message that implies, there are no delays or departures. Nothing has been the same, and no one was trained. The pandemic has
shaken off the natural balance of life and thrown it into disarray. It is the advent of a situation (Badiou 2009) that resets time, causes radical ruptures and
imbalances, and produces a contingency that becomes a modern need (Žižek 2020).

Kianno: As for the extent of coping mechanisms utilized by the teachers to address the challenges along with the area of instructional delivery and teacher’s
preparedness were rated as “Agree” with an overall weighted mean of 4.22. In the area of instructional delivery, specifically in indicator 5, thinking rationally on
good result and outcome, it justifies that, teachers' mindsets have shifted as a result of the COVID-19 pandemic, with a focus on positive outcomes, especially in
terms of how teaching-learning takes place amid the pandemic. Schools should make sure that their usual support systems for students dealing with academic
difficulties, learning disabilities, depression, or bullying are also in place. Teachers should continue to develop student rapport and experience, as well as a new
schedule, and be vigilant as their students adapt. Allen et al., 2020). While in the area of teachers’ preparedness, as frontline educators, they need to participate
in various trainings and workshops to adequately guide them to provide quality education in the midst of the COVID-19 pandemic, as it is a disciplinary policy to
prepare teachers not just for professional development but also for unforeseen circumstances. According to the PIA, the year 2020, will be a watershed moment
for DepEd leaders who are continually searching for new approaches to address challenges and empower teachers and school leaders with the expertise they
need to be more successful in their sectors with modular distance learning. In the area of students’ participation, it was rated as “Agree” with an overall weighted
mean of 4.18, This signifies that to win student's participation a conducive learning environment is required with includes the modality being utilized. Lastly the
area of working environment were rated as “Agree” with an overall weighted mean of 4.26. This suggests that how we look at life matters in terms of making
things successful and attainable. “What people say, believe, and experience determines how they behave,” according to the New Normal Classroom Instruction.
Moreover, experience and skills, according to Bandura, are insufficient to predict the ability to perform, but an individual's expectations about their ability to
perform a task and what they expect to be the outcome of their performance will influence behavior.

MICHAEL: Next is the significant difference between the respondents’ perception of their level of challenges across their profile variables. There is a significant
difference in the respondents’ perception of their level of challenges with respect to sex as indicated by the significance value of .000. Hence, the null hypothesis
that there is no significant difference in the respondents’ perception of their level of challenges is rejected. This is parallel to the study of Aquino (2017) which
revealed that there is a difference in how males and females handle challenges. He pointed out that males have longer temperance than females. Likewise,
females are short-tempered which leads to the inability to handle challenges. Also, in the school setting, male teachers can handle challenges easier than female
teachers.

CARL: Lastly, the significant difference between the respondents’ perception of their coping mechanism across their profile variables. There is a significant
difference between the respondents’ perception of their level of coping mechanism with respect to the number of trainings attended as indicated by the
significance value of .000. Hence, the null hypothesis that there is no significant difference between the respondents’ perception of their level of coping
mechanism is rejected. The result aligns with the study of Kim (2020) which found out that trainings about handling stress are contributory to the level of coping
of teachers. He emphasized that teachers who attended more trainings can cope easier with the challenges in school than those who attended fewer trainings
because of the skills and pedagogies acquired. Let us now proceed to the last part of our presentation which is the conclusion and recommendations to be
discussed by Mr. Jerwin Vidal.

JERWIN: The following conclusions are drawn based on the results of the study:

1. The respondents in this study are female-dominated. Besides, most of the respondents are in the early adulthood stage, married, and are eager to grow

professionally. Finally, most of the respondents in this study are experienced teachers teaching in elementary.

2. The teachers in this study encountered challenges particularly in the implementation of the curriculum that needs to be addressed immediately.
 3. The respondents in this study have a positive outlook that made them cope with the challenges they encountered.

4. Female have much higher coping mechanisms than male.

5. Likewise, the more trainings attended, the higher of coping mechanisms of the respondents.

Recommendations

Based on the results and conclusions, the researchers proposed the following recommendations.

1. Determine the best practices of other schools regarding how teachers handle challenges they encounter and how they cope with these challenges.

2. Upgrade the coping mechanism strategies via the conduct of action/basic research, attending webinars and online professional discussions and

conferences.

3. Craft programs and projects (to be included in school-based management) particularly on how teachers handle challenges in the new normal that will

ensure and reinforce teaching and learning.

4. A parallel study should be conducted regarding the effects of the challenges encountered by the teachers in the new normal with respect to other

variables like physical aspect, mental aspect, psychological aspect, and social aspect.

JERWIN: That is all for our presentation, we are now ready to hear your comments and suggestions.