Impact of Webinars on Teachers' Practices

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
IMPACT OF WEBINARS ON TEACHERS’ TEACHING PRACTICES AND

PERFORMANCE IN THE NEW NORMAL: BASIS IN THE
DEVELOPMENT SKILLS ADVANCEMENT PROGRAM
MARITES A. GUMARU
Principal I
San Vicente Integrated School
Santo Tomas, Isabela
I. Introduction and Rationale
Since the commencement of classes here in the Philippines, teachers have to
embark tremendous challenges as they immerse themselves in different methods of
teaching. From the traditional face-to-face method, teachers have to turn into
distance learning methods just to realize the education continuity plan the
Department of Education has set forth for the school-year in compliance with the
government’s mandate.
With this, teaching has become challenging and teachers have to undergo
reskilling and upskilling to align their teaching methods in the new normal teaching
practices. Most schools have adopted various methods of distance learning such as
modular, online and blended teaching which require new set of teaching skills and
practices for teachers to effectively and effectively deliver quality education.
Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

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According to Johnson D. (2020), in the new normal, teachers must increase
virtual readiness (digital platforms, technical skills, virtual expectations and norms).
Aside from that, teachers have also to redesign new assessment method and
performance feedbacking techniques appropriate for the kind of distance learning
their school has adopted. Lastly, teachers have also to device methods that can
assist the learners while learning on their own.
In learning these new set of skills and practices, DepEd launched myriad
webinars as face-to-face seminars are also minimized to help the government in its
battle against COVID-19. Learning these new teaching practices is crucial towards
teachers’ and students’ performance and on the attainment of education success
during COVID-19 era as a whole. Since teachers have the most direct, sustained
contact with students and considerable control over what is taught and the climate for
learning, improving teachers’ knowledge, skill and dispositions through professional
development is a critical step in personal development and on improving students’
achievement (King and Newman, 2000)
Hence, this study will be conducted in order to determine the impact of
webinars conducted by DepEd on teachers’ teaching practices and performance so
that the school administrators can gain insights useful in developing, reskilling and
upskilling programs for teachers that may improve their teaching practices in the new
normal.
II. Literature Review

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Teaching in the new normal requires reskilling and upskilling as teaching
today necessitates new practices. The abrupt transition to distance learning has
directly challenged the teachers' knowledge, thinking, and skills. Traditional
classroom management and teaching methods were no longer applied, and
everybody had to embrace a high degree of comfort and ambiguity as guidelines and
expectations changed weekly. And as a new school year approaches and the global
pandemic is still ongoing, educators are moving toward abrupt and temporary
changes.
Changes in student demand for skills are still profoundly affecting the skills
that teachers need to learn to teach their students effectively. People don't live in an
era in which a fixed content curriculum was the focus of education. Teachers should
follow distinct pedagogical practices. In contrast to the curriculum, the focus today is
on learner. These practices can be learned through several ways. But DepEd is
banking on webinars.
The term ‘webinar’ has been coined from the phrase “web seminar” that is
recurrently apprehended on the internet as a workshop or seminar that includes
presentation, discussion, demonstration, or other educational event Some linguists
define a webinar as an online workshop or seminar delivered via the internet. A
webinar is an online educational, informative, or instructional presentation that is
usually in the form of video or audio with slides. In TechTarget terms, a webinar is
an online educational, informative, or instructional presentation that is usually in the
form of video or audio with slides. According to dictionary.com, a webinar is an online
educational, informative, or instructional presentation that is usually in the form of
video or audio with slides. As stated in Oxford Dictionary, a webinar happens when a

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group of people connect to the internet at the same time to study and discuss
something. According to Collins Dictionary, a webinar is an interactive seminar
conducted over the internet. In general, a webinar is a virtual and live event that
takes place online. As a result, a webinar is a live, virtual event that performed online,
and it is an instructive or educational conference that includes audio-visual
communication between the participants and the speaker.
Educational institutions are shifting to emergency distance learning, while
underprepared teachers face numerous unexpected challenges of emergency
remote teaching (ERT). Teachers in the majority of countries around the world are
receiving training via webinar technology. Holding webinars to train teachers can
pave the way for addressing remote teaching challenges while also preventing the
spread of the novel coronavirus.
Since webinars helps teachers in learning the new teaching practices, it can
directly affect their performance. In the absence of face-to-face seminars and
workshops during a time when social distancing and home quarantine are enforced
globally, webinar-based training can supplement educators' competencies and
enhance their virtual teaching strategies. The use of a series of webinars can help
teachers enhance their theoretical knowledge and practical skills. Because this
modern method of professional development can provide teachers with up-to-date
training via a virtual space, they can continue learning even while quarantined and
develop responsive pedagogical skills relevant for emergency e-learning. Moreover,
numerous professional development courses worldwide are made possible through
webinars. The teachers are then given electronic certificates with time credits after
the completion of a specific training course. Regardless of where the teachers are,

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webinars can ensure synchronous distance learning, allowing them to join and share
their best remote teaching practices and pedagogical innovations during this crisis.
The advantages of holding webinars for teachers include a better
understanding of e-learning and the creation of constructive e-portfolios (Polanco-
Bueno, 2013). They implied that using webinars allows participants to actively
participate in seminars, provide feedback, establish better interaction, and efficiently
acquire information. Another advantage of using webinars as an effective training tool
is the ability to learn from anywhere and have easy access to training materials
(Gegenfurtner et al., 2020). Webinars encourage social networking or connection
among a group of lecturers and participants or students who interact via e-learning
courses or online conferences (Lieser, 2018). Using webinars has also yielded
positive results in studies based on secondary data and meta-analysis. These
findings are supported by research on the effectiveness of webinars in improving
participants’ performance as well as developing their knowledge and skills
(Gegenfurtner and Ebner, 2019).
Webinars have emerged as an alternative method for academics and
marketing trainers to provide participants with the skills required for any career
(Ahrens et al., 2016). Nowadays, considering the risks of face-to-face training and
seminars, webinars are increasingly being used to address the need for teacher
empowerment as education shifts to emergency remote teaching (Bozkurt, 2020).
Technological advancements will highlight the importance of webinars in modern
education even more. The future of webinars is becoming more secure as technology
advances.

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In the middle of this pandemic, webinar technology provides opportunities to
expand teacher training programs. Professionals all over the world, particularly
educators, are utilizing artificial intelligence via webinar technology to improve
teachers' theoretical knowledge and pedagogical skills, as well as to expand their
virtual strategies for emergency remote teaching. Despite the promising training
opportunities and potential virtual strategies provided by webinars, their impact on
teacher learning retention is not well documented.
The evaluation results and baseline data have shown a positive attitude
towards webinar technology. Resource barriers such as insufficient internet and lack
of use of webinars have been affected. The creation of substantial learning resources
plays a major part in the effectiveness of all teaching technologies, especially when
the use of modularized learning components in a combined learning approach is
highlighted.
Developing teachers’ skills this time of pandemic can yield a positive results
on their performance which can redound to the academic success of the learners.
Hence, this study will be conducted to assess how well webinars will improve the
teaching practices and performance of the teachers in the new normal.
III. Research Questions
This study aims to assess the impact of webinars on teachers’ teaching
practices and performance in the new normal.
Specifically, it aims to answer the questions below:
1. To what extent teachers are exposed to webinars?

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2. What is the effect of webinars on teachers’ teaching practices as
perceived by the teachers?
3. Is there a significant relationship between teachers’ level of exposure to
webinars and their performance?
IV. Scope and Limitation
This study will merely dwell on the impact of webinars on teachers’ teaching
practices and performance. To do this, the researcher will find out the level of
exposure of the teachers on webinars. The researcher will also determine the impact
of webinars on teachers’ teaching practices as perceived by the teachers
themselves. Aside from that, the researcher will look into the performance of
teachers. Finally, the researcher will correlate both the level of exposure of teachers
to webinars and their performance as a whole. The researcher will utilize all the 18
teachers in cluster 2 (San Vicente Integrated School, San Rafael Abajo Elementary
School, Ammugauan Primary School) as respondents of the study.
V. Research Methodology
a. Sampling
The respondents of this study will be the 18 totally enumerated
regular/permanent teachers of cluster 2 (San Vicente Integrated School, San
Rafael Abajo Elementary School, Ammugauan Primary School) for School Year
2020-2021.
b. Data Collection
This study will utilize descriptive-correlational type of research. Descriptive
correlational studies describe the variables and the relationships that occur
naturally between and among them (Suasa V. et.al, 2007). Since the purpose of

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this study is to establish the relationship between webinars and teaching practices
and teachers’ performance in the new normal- useful to determine how impactful
webinars are, the design clearly suits the study.
To gather the needed data, the researcher will use a questionnaire made
by the researcher based on the teaching practices recommended by UNESCO
during this time of pandemic.
The first part of the questionnaire dwells on determining how well teachers
are involved in webinars.
The second part will be used to determine the impact of webinars on
teaching practices of the teachers in the new normal.
To gather the needed data for the teachers’ performance, a researcher will
look into the IPCRF of the teachers for the first semester.
c. Ethical Issues
Since the study will elicit personal information from the participants, the
researcher chose to adhere with the Data Privacy Act of 2012. The researcher will
seek permission from the District Research Committee for the endorsement to and
approval of the Division Research Committee. Participants will have their rights
read to them before participating in the study. A participant has the right to leave
the study at anytime. They will also be asked for their consent to participate
willingly in the study and are allowed to withdraw whenever they want to. The
names of the respondents will not appear in this study to observe anonymity for
the protection of the teachers involved.
d. Data Analysis

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To analyze the data that will be gathered, the researcher will use the
following statistical tools:
1. Frequency, Percentage and Mean will be used to determine the extent
to which teachers are exposed to webinars and performance of teachers;
2. Mean will also be used to gauge the effect of webinars on teachers
teaching practices as perceived by the teachers themselves; and
3. Pearson Correlation Coefficient will be used to determine the
significant relationship between teachers’ level of exposure to webinars and
their performance.
The arbitrary scale below will be used to analyze the impact of webinars on
teaching practices.
Scale Mean Description

4 3.26-4.00 Strongly Agree
3 2.51-3.25 Agree
2 1.76-2.50 Disagree
1 1.00-1.75 Strongly Disagree
VI. Gantt Chart

School Year 2020-2021 & 2021-2022
Activities April May June July August September
Evaluation of basic
research proposal by the ****
District Basic Education
Research Committee
Start the data gathering
procedure **** ***
Presentation and Analysis ****
of Results
Completion & Submission ***
of Basic Research
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to the District & Division
Basic Education Research
Committee
Results dissemination and ****
utilization
*First Week **Second Week ***Third Week ****Fourth Week
VII. Cost Estimates

Cost
Items/ Total
Activities Number Unit per
Particulars Cost
Unit
Drafting of the -bond paper 1 ream P250 P250
Proposal (A4) 10 pcs P13 P130
-folder (A4) 1 box P80 P 80
-paper fastener 1 pc P200 P200
-puncher 660
Gathering of - Bond Papers 2 reams P250 P500

Data -Ink 1 set P1 100 P1 100
P1 600
Making and -bond paper 1 ream P250 P 250
presentation -folder (A4) 10 pcs P10 P 100
of drafts on -paper fastener 1 box P50 P 50
presentation -others P1 000
and analysis P1 400
Making of final -bond paper 1 ream P250 P 250
paper (basic (A4) 4 sets P100 P 400
research) for -binding
completion & expenses - - - P1 000
submission P1 650
-others
Dissemination -bond paper 2 reams P250 P 500
of basic (A4) 1 set P1 100 P1 100
research -ink - - P1 600
findings
Total P5, 260
VIII. Plans for Dissemination and Utilization
Resources Implementation
Physical Cost Date
Strategies Activities Tasks
Material Estimates
Financial
Evaluating Evaluation of - draft the basic Proponent, P 660 4th week of April
Impact of basic research proposal -District 2021

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Webinars on research -Follow set Research
Teachers’ proposal by guidelines in Committee
Teaching the District writing a basic
Practices and Basic research proposal
Performance Education based on BER
in the New Research Guidelines/Policies Division
Normal: Committee Research
Basis in the Committee
Development Seek -Submit basic (DRC)
Skills approval of research proposal
Advancement Basic to the District
Program Research Basic Education -Bond
Proposal Research paper
Committee for -folder
perusal and
evaluation
- request for
endorsement from
the public school
district supervisor
- submit the basic
research to the
Division Research
Committee (DRC)
for further review
and evaluation
-incorporate the
suggestions and
other
recommendations
to ensure that the
objectives of the
study are
S.M.A.R.T
Gathering of -set appointment Proponent P 1, 600 4th week of

Data to the respondents May to 3rd
for the data week of June
gathering 2021
-orient the
respondents about
the purpose of the
study
-observe ethical
considerations
required during the
conduct of the
study.
Presentation -present the Proponent, P1, 400 4th week of July
and Analysis analysis of data District 2021
of Results and its Supervisor
interpretation to
the District Basic
Education -bond
Research paper
Committee for -folder
verification (A4)
-The District Basic -paper

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Education fastener
Research
Committee helps
the researcher
finalize the results
of the study
-The basic
research
undergoes
revisions
Completion & - The proponent, -bond P1, 650 3rd week of
Submission with the help of the paper August 2021
of Basic District Basic -binding
Research Education expenses
to the District Research
Office & Committee, forms
Division basic research
Basic conclusion and
Education recommendation
Research -The proponent
Committee finalizes the basic
research for
submission
Results Comprehensive Proponent, P 1, 600 4th week of
dissemination dissemination of District September
and utilization research findings head, BER 2021
to the school Committee
community &
Division BER
Committee -bond
paper
ink
TOTAL P 5,260
IX. References
Ahrens A, Zascerinska J, Ramar H, Andreeva N. EDUCATORS OPINION ON

WEBINARS IN HIGHER EDUCATION. In Proceedings of the International
Scientific Conference Volume I 2016 May 27 (Vol. 15, p.27).
http://dx.doi.org/10.17770/sie2016vol1.1488.
Bozkurt A, Sharma R. Emergency remote teaching in a time of global crisis due to

Corona Virus pandemic. Asian Journal of Distance Education, 2020, 15(1), i-
vi. https://doi.org/10.5281/zenodo.3778083.
Butzin, SM. 2 001. Using instructional technology in transformed learning

environments: An evaluation of Project CHILD. Journal of Research on
Computing in Education, 33(4): 367–373.
DOI:https://doi.org/10.1080/08886504.2001.10782321.

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Cuban, L, Kirkpatrick, H and Peck, C. 2001. High access and low use of technologies
in high school classrooms: Explaining an apparent paradox. American
Educational Research Journal, 38(4): 813–834.
DOI:https://doi.org/10.3102/00028312038004813.
Ebner C, Gegenfurtner A. Learning and satisfaction in webinar, online, and face-to-

face instruction: a meta-analysis. In Frontiers in Education 2019 (Vol. 4, p.
92). Frontiers. https://doi.org/10.3389/ feduc.2019.00092.
Gegenfurtner A, Zitt A, Ebner C. Evaluating webinar‐based training: a mixed methods

study of trainee reactions toward digital web conferencing. International
Journal of Training and Development. 2020 Mar;24(1):5-21.
https://doi.org:10.1111/ijtd.12167.
Gegenfurtner A, Ebner C. Webinars in higher education and professional training: a

meta-analysis and systematic review of randomized controlled trials.
Educational Research Review. 2019 Oct 7:100293.
https://doi.org/10.1016/j..2019.100293.
Karagiorgi, Y. 2005. Throwing light into the black box of implementation: ICT in
Cyprus elementary schools. Educational Media International, 42(1): 19–32.
DOI: https://doi.org/10.1080/09523980500116654.
Lieser P, Taf SD, Murphy-Hagan A. The Webinar Integration Tool: A Framework for
Promoting Active Learning in Blended Environments. Journal of Interactive
Media in Education. 2018;2018(1). DOI: https://doi.org/10.5334/jime.453.
Mihai A. The virtual classroom: Teaching European studies through webinars.

European Political Science. 2014 Mar 1;13:4- 11. doi:10.1057/eps.2013.31.
https://link. springer.com/article/10.1057/eps.2013.31.
O’Mahony, C. 2003. Getting the information and communications technology formula

right: access + ability = confident use. Technology, Pedagogy and Education,
12(2). DOI: https://doi. org/10.1080/14759390300200159.
Polanco-Bueno R. Blogs, Webinars and Significant Learning: A Case Report on a

Teacher Training Program for College Teachers. Higher Learning Research
Communications. 2013 Mar;3(1):56-67.
http://dx.doi.org/10.18870/hlrc.v3i1.72.

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QUESTIONNAIRE
Directions: Please answer the questions honestly.
1. How many hours have you spent in joining webinars since the start of
classes?
2. How many webinars have you attended?
3. What nature of webinar have you attended to (e.g. technical, supervisory,
managerial, etc.)?
Directions: Please put a check that corresponds to the changes webinars have
brought you in your teaching practices. Refer to the scale below.
Scale:
1-Strongly Disagree 2-Disagree 3-Agree 4- Strongly Agree
4 3 2 1
1. Through webinars, I learned how to craft learning
performance assessments appropriate for this
pandemic.
2. Through webinars, I learned how to use and
integrate instructional content (e.g., video, audio,
interactive lessons) visibly created for learners to
better understand the lesson.
3. I was able to create monitoring techniques for
learners’ performance through webinars.
4. I learned how to develop additional learning
materials that will engage learners on doing their
tasks through webinars.
5. I learned how to adapt variety of activity and
assignment formats, providing pupils with multiple
means of demonstrating learning by joining
webinars.
6. Through webinars, I learned how to engage my
pupils to apply course knowledge and skills to
authentic, real-world tasks in their assignments.
7. Through webinars, I learned how to use Quizzes,
Google Forms, Padlet, Parley, etc.for
assessments.
8. Through webinars, I learned how to logically explain
sequence of the tasks and how they are being done
through creating infographics and flow charts that
reduces the cognitive load of too much text for them
to understand lessons well.
9. Through webinars, I learned how to use videos as
medium to explain tasks that are often useful
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(which is similar to flow charts) to emphasize critical
steps.
10. Through webinars, I was able to provide guidance
or resources provided for ancillary skills necessary
for my pupils to complete their assignments and
activities (e.g., library research, technology tools).
11. Through webinars, I learned how to use equitable
learning materials that has printable activities for
my pupils without reliable internet or device access.
12. I learned how to use communicative ways so that
they could be able to approach me directly and for
me to approach their peers as well through
webinars.
13. I learned how to guide my pupils to develop new
routines and strategies such as different apps to
help with their focus in studying through webinars.
14. Through webinars, I learned how to deliver distance
education though instructional audio tools including
the interactive technologies of telephone, audio
conferencing, and modular teaching.
15. Through webinars, I was able to adopt print
components where I could provide basic
instructional content.

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1st Indorsement
April 30, 2021
Respectfully forwarded to the Division Research Committee the herein basic
research proposal titled, “IMPACT OF WEBINARS ON TEACHERS’ TEACHING
PRACTICES AND PERFORMANCE IN THE NEW NORMAL: BASIS IN THE
DEVELOPMENT SKILLS ADVANCEMENT PROGRAM”, prepared and submitted by
MARITES A. GUMARU, Principal I, San Vicente Integrated School, Santo Tomas
District, has been evaluated and reviewed by the District Screening Committee.
SEVERINO P. SORO, JR.

Officer In-Charge
Office of the Public Schools District Supervisor

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CERTIFICATION OF THE DISTRICT SCREENING COMMITTEE

May 3, 2021
This is to certify that the proponent, MARITES A. GUMARU, had presented
her research proposal titled IMPACT OF WEBINARS ON TEACHERS’ TEACHING
PRACTICES AND PERFORMANCE IN THE NEW NORMAL: BASIS IN THE
DEVELOPMENT SKILLS ADVANCEMENT PROGRAM and hereby approved for
endorsement to higher authorities.
DONITA JANE B. CANCERAN RUSSEL JANE B. AGPAOA

Member Member
SYLVIA G. BUCAG HELEN B. ROLLAN

Member Member
LORENA B. LACAR, PhD MARYQUIN A. BAGCAL

Member Member
Recommending Approval:
FELIDAR A. BELTRAN JUVILYN S. MALABAD

Co-Chairperson Co-Chairperson

Committee Chairperson
ANNEX 3: Declaration of Anti-Plagiarism and Absence of Conflict of Interest

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DECLARATION OF ANTI-PLAGIARISM
1. I, MARITES A. GUMARU, understand that plagiarism is the act of taking and
using another’s ideas and works and passing them off as one’s own. This
includes explicitly copying the whole work of another person and/or using some
parts of their work without proper acknowledgment and referencing.
2. I hereby attest to the originality of this research proposal and has properly all the
reference used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate
citations in referencing other works from various sources.
3. I understand that violation from this declaration and commitment shall be dealt
with accordingly by the Department of Education.
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, MARITES A. GUMARU, understand that conflict of interest refers to situations
in which financial or other personal considerations may compromise our
judgment in evaluating, conducting, or reporting research.
2. I hereby declare that I do not have any personal conflict of interest that may arise
from the application and submission of our research proposal. I understand that
my research proposal may be returned to me if found out that there is conflict of
interest during the initial is screening as per DO 16, s. 2017 provisions.
3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action.
I understand that I may be held accountable by the Department of Education for any
conflict of interest which I have intentionally concealed
PROPONENT: MARITES A. GUMARU

SIGNATURE: ___________________
DATE: _________________________

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ANNEX 1: Research Proposal Application Form and Endorsement of Immediate
Supervisor
A. RESEARCH INFORMATION
RESEARCH TITLE:
IMPACT OF WEBINARS ON TEACHERS’ TEACHING PRACTICES AND

PERFORMANCE IN THE NEW NORMAL: BASIS IN THE DEVELOPMENT SKILLS
ADVANCEMENT PROGRAM
SHORT DESCRIPTION OF THE RESEARCH:
With the new methods of teaching this time of pandemic, teachers lean on
webinars to learn the new set of skills and practices needed to cope with demands of
current time. Hence, this study will be conducted in order to determine the impact of
webinars on teachers’ teaching practices and performance. The results of the study
will help the school administrators craft trainings that are relevant to the teachers’
need.
RESEARCH CATEGORY (check only one) RESEARCH AGENDA
CATEGORY
Ο National Ο Region Ο Schools (check only one main
Division research theme)
Ο District Ο School Ο Teaching and Learning
Ο Child Protection
(check only one) Ο Human Resource
Ο Action Research Ο Basic Research Development
Ο Governance
(check up to one cross-cutting

theme, if applicable)
Ο DRRM Ο Gender and
Development
Ο Inclusive Education
Ο Others (please specify):
__________________
FUND SOURCE (e.g. BERF, SEF, others) AMOUNT

Personal 5, 260.00
TOTAL AMOUNT 5, 260.00
B. PROPONENT INFORMATION
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LEAD PROPONENT/ INDIVIDUAL PROPONENT
LAST NAME FIRST NAME: MIDDLE NAME:

GUMARU MARITES ACOSTA
BIRTHDATE SEX: POSITION DESIGNATION:
(MM/DD/YYYY) Female Principal I
10/15/1974
REGION/ DIVISION/ SCHOOL (whichever is applicable)
San Vicente Integrated School
CONTACT NUMBER 1: CONTACT NUMBER EMAIL ADDRESS:
0917 303 1015 2: maritesgumaru74@gmail.com
EDUCATIONAL TITLE OF THESIS/ RELATED RESEARCH PROJECT

ATTAINMENT School Heads’ Level of Spirituality: Its Influence on
Doctor of Philosophy Teachers’ Organizational Commitment and Job
Satisfaction
SIGNATURE OF PROPONENT:

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IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the proponent
has the capacity to implement a research study without compromising her office
functions.

Officer-In-Charge
Office of the Public Schools District Supervisor
Date: _________________
Reference: DO No. 16, s. 2017

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Impact of Webinars on Teachers' Practices

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Impact of Webinars on Teachers' Practices

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Republic of the Philippines

IMPACT OF WEBINARS ON TEACHERS’ TEACHING PRACTICES AND

I. Introduction and Rationale

Since the commencement of classes here in the Philippines, teachers have to

embark tremendous challenges as they immerse themselves in different methods of

practices for teachers to effectively and effectively deliver quality education.

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

performance feedbacking techniques appropriate for the kind of distance learning

assist the learners while learning on their own.

teachers’ and students’ performance and on the attainment of education success

learning, improving teachers’ knowledge, skill and dispositions through professional

development is a critical step in personal development and on improving students’

achievement (King and Newman, 2000)

Hence, this study will be conducted in order to determine the impact of

webinars conducted by DepEd on teachers’ teaching practices and performance so

II. Literature Review

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

directly challenged the teachers' knowledge, thinking, and skills. Traditional

classroom management and teaching methods were no longer applied, and

recurrently apprehended on the internet as a workshop or seminar that includes

presentation, discussion, demonstration, or other educational event Some linguists

define a webinar as an online workshop or seminar delivered via the internet. A

webinar is an online educational, informative, or instructional presentation that is

an online educational, informative, or instructional presentation that is usually in the

form of video or audio with slides. According to dictionary.com, a webinar is an online

educational, informative, or instructional presentation that is usually in the form of

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

something. According to Collins Dictionary, a webinar is an interactive seminar

and it is an instructive or educational conference that includes audio-visual

communication between the participants and the speaker.

Educational institutions are shifting to emergency distance learning, while

underprepared teachers face numerous unexpected challenges of emergency

spread of the novel coronavirus.

directly affect their performance. In the absence of face-to-face seminars and

globally, webinar-based training can supplement educators' competencies and

modern method of professional development can provide teachers with up-to-date

develop responsive pedagogical skills relevant for emergency e-learning. Moreover,

numerous professional development courses worldwide are made possible through

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

The advantages of holding webinars for teachers include a better

understanding of e-learning and the creation of constructive e-portfolios (Polanco-

participate in seminars, provide feedback, establish better interaction, and efficiently

acquire information. Another advantage of using webinars as an effective training tool

(Gegenfurtner et al., 2020). Webinars encourage social networking or connection

positive results in studies based on secondary data and meta-analysis. These

findings are supported by research on the effectiveness of webinars in improving

participants’ performance as well as developing their knowledge and skills

(Gegenfurtner and Ebner, 2019).

Webinars have emerged as an alternative method for academics and

empowerment as education shifts to emergency remote teaching (Bozkurt, 2020).

Technological advancements will highlight the importance of webinars in modern

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

educators, are utilizing artificial intelligence via webinar technology to improve

teachers' theoretical knowledge and pedagogical skills, as well as to expand their

opportunities and potential virtual strategies provided by webinars, their impact on

teacher learning retention is not well documented.

the use of modularized learning components in a combined learning approach is

teaching practices and performance of the teachers in the new normal.

III. Research Questions

This study aims to assess the impact of webinars on teachers’ teaching

practices and performance in the new normal.

Specifically, it aims to answer the questions below: