CHALLENGES AND COPING MECHANISMS OF THE SECONDARY PRIVATE

SCHOOL TEACHERS IN NEW NORMAL EDUCATION:

Basis for a Proposed Intervention Program

Benjie M. Morastil
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Rationale

Education sector is one of the most affected fields brought about by COVID-19

pandemic. Schools have become the most vulnerable to safety and security. Health

concerns of school personnel, students, parents, and other stakeholders are at stake;

thus, temporary closure of schools was enforced to contain the spread of the virus and

reduce infections (UNESCO, 2020). Education shifts from traditional face-to-face, to

online, modular, digital, blended, and distant learning, to slow the spread of the virus

and prevent infections, so, education leaders decided to cope and adopt the New

Normal education.

One of the basic challenges of the teachers in the new normal education is the

conduct of classes despite of the closure order. As the face to face classes pose higher

risk of spread, the most viable solution is through flexible learning. This platform

challenges both the teachers and students as it occurs something new to them. This

calls for an “adopt quickly” response to the new normal in teaching amidst the

pandemic. The shift to flexible learning was too sudden at a very short notice but

academic institutions have to strategize and accelerate new forms of teaching

pedagogy.
 This is observed in the private schools of the Municipality of Loon of how ready

the schools in flexible learning. Private schools are challenged to continue its operation

in educating the minds of young Filipinos in terms of quality services despite of the

emerging decreased of enrolment compared to public schools. Private Secondary

School Teachers have varied challenges experienced in the new normal education in

different aspects like in preparing Self- Made Learning modules (S-MLM), adopting new

ICT tool to be used in instructional delivery, emotional and mental health aspect, and

COVID-19 health protocols. These challenges would really create a sadden effect to the

teachers in their teaching learning process. In this regard, knowing their coping

mechanisms can be a help in motivating their selves to continue to provide quality

education despite of the pandemic.

The researcher chooses to conduct this study in the secondary private schools of

Loon wherein mostly of the teachers in the private schools are challenged than the

public schools. Based on the premises presented above, the researcher is very eager to

find out the challenges and coping mechanisms of the secondary private school

teachers in new normal education as basis for a proposed intervention program to

continue to provide quality services and education to learners.

Literature Background

COVID-19 pandemic has resulted drastic changes in education. Part of it is the

shift from face-to-face classes to different learning modalities which include distance

learning. Since education is believed to continue despite the circumstances, teaching is

still possible but, has challenges as well especially to the teachers.

To provide and sustain quality education despite lockdown and community

quarantine, the new normal has to be taken into consideration. As President Rodrigo

Duterte had stated he would not allow face-to-face classes in the absence of any

vaccine against COVID -19, the Department of Education (DepEd) and stakeholders

developed a Basic Learning Continuity Plan (BE-LCP) school year 2020-2021 to ensure

continuing education (DepEd Order No. 12, s. 2020). The BE-LCP is a package of

education intervention that will enable students to continue learning and teachers to

deliver instructions amid the Covid-19 threat.

As stated in Article XIV, Section 1 of the 1987 Philippine Constitution, states that

the state shall protect and promote the right of all citizens to quality education at all

levels, and to take appropriate steps to make such education accessible to all. Under

Section 6, Chapter 1 of Republic Act No.9155, or the Governance of Basic Education

Act of 2001, Department of Education (DepEd) is vested with the authority,

accountability and responsibility for ensuring access to, promoting equity in, and

improving the quality education to Filipino learners, firmly reiterates that education must

THEORIES LEGAL BASIS

Social Learning Theory (Bandura)..
human behavior is acquired from
the observation of the behavior of
and learning experiences from
socially important people, such as
Article XIV, Section 1 of the 1987 Philippine
Constitution, states that the state shall
protect and promote the right of all citizens
to quality education at all levels, and to take
appropriate steps to make such education
 …………………..

INDEPENDENT
Challenges of the Private School Teachers

DEPENDENT
Coping Mechanisms

OUTCOME
Basis for a Proposed Intervention Program

Fig.1. Theoretical and Conceptual Framework

continue despite the pandemic. Hence, the BE-LCP aims to ensure the health, safety

and well- being of the learners, teachers and personnel in the time of Covid-19, while

finding ways for education to continue amidst the crisis. In particular, the BE-LCP has

been designed with a legal framework responsive to the “new normal”, keeping in mind

the constitutional mandate to uphold the right of all citizens to quality education at all

times.

Article XIV, Section 2 of the 1987 Constitution mandates the State to establish

and maintain a system of free public education in the elementary and high school

levels.” The novelty of the COVID-19 emergency equally calls for a novel approach to

the delivery of basic education in the public school system, in which social or physical

distancing is indispensable to health and safety (Department of Education Sulong

Edukalidad, 2020). With the restrictions imposed by the new normal, the Philippine

educational system requires responsive legal frameworks and support. The Plan

features an adjusted curriculum with the Most Essential Learning Competencies, which

will be delivered in multiple learning delivery modalities. These multiple learning delivery

modalities necessitate the creation, reproduction, distribution, and use of learning

resources consisting of intellectual properties. (Department of Education Sulong

Edukalidad, 2020). The constitutional right to access quality education and as stated in

Republic Act No. 10533, otherwise known as the “Enhanced Basic Education Act of

2013,” calls for inclusive, quality, learner-oriented education that addresses the various

needs and diversity of learners. Thus, the prevailing digital divide in the country, the

various socio-economic situations of families which affect the provision of learning

support in the home, and the peculiar needs of learners shall be taken into account,

along with the needs of the majority and mainstream learners. The rights to access and

to quality education shall be upheld.

Teachers are the other group of people that also influence a child most and

contribute to the shaping of his or her personality. Adedigba (2016) submitted that a

teacher's roles include more than helping students acquire content and information. It

involves supporting, protecting and helping develop the social, emotional and ethical

qualities that enable them to have success in school and in later life. They are to

provide an enabling, conducive, friendly and stimulating environment to children (Adam

&Onuka 2004: Akinbote. 2007).

In the case of the Philippines, the Department of Education through the Teacher

Education Council (TEC), issued DepEd Order no. 42, s. 2017 entitled National

Adoption and Implementation of the Philippine Professional Standards for Teachers

(PPST). The adoption and implementation of the new Philippine Professional Standards

for Teachers recognize the importance of professional standards in the continuing

professional development and advancement of teachers based on the principle of

lifelong learning which refers to the systematic acquisition, upgrade of knowledge, skills

and attitude, and promotes self-directed learning. PPST originated from the National

Competency-Based Teacher Standards (NCBTS) which was revised to make it even

more attuned to the changes brought about by numerous national and global

frameworks and responsive to the changing needs of the 21st-century learners who are
creative, critical thinkers, excited to collaborate and communicate in various platforms,

savvy in information, technology, and media, and flexible.

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher

quality requirements in the Philippines. The reform process warrants an equivalent

supportive focus on teacher quality – high-quality teachers who are properly equipped

and prepared to assume the roles and functions of a K to 12 teacher and it is through

this PPST that they may contribute to supporting the Department of Education vision of

producing: “Filipinos who passionately love their country and whose values and

competencies enable them to realize their full potential and contribute meaningfully to

building the nation” and teachers must be adoptable to change and challenges in

educational system.

Furthermore, delivering a lesson online may be hindered by problems such as

system jams (Chen et al., 2020). Conducting assessments online has also been

reported as a challenging task for academics and faculty staff members, particularly on

how to avoid plagiarism during examination (Sahu, 2020). Also, teaching students often

have problems such as lack of self-discipline and learning attitude, this is even more

challenging for academics who themselves are not experienced in online teaching (Bao,

2020). While every country is impacted by this pandemic, it was anticipated that most

developing countries will be severely impacted due to lack of coping mechanisms such

as health facilities, infrastructure and technology (Blundell et al., 2020; Jægera &

Blaabæk, 2020).
 The development of teaching delivery modalities and materials require time,

effort and focus from a teachers. Teachers must align the instructional objectives with

the context of teaching in a new learning environment (Rachmadtullah, et al., 2020).

Teachers can modify instruction using a pedagogical approach that suits students‟

interests and cognitive abilities (Guo& Li, 2020). Social Studies teachers have the tasks

and responsibilities that are not easily transferrable when they must change from the

face-to-face learning system in the classroom to distance learning that have never been

implemented before. Teachers must overcome all the education problems that occur in

this present health crisis responsively so that the learning continues to achieve the

targets set. There is a need to determine if the Social Studies teachers‟ knowledge and

understanding on Alternative Learning Delivery Modalities (ALDMs) are adequate, their

readiness on the different delivery modalities are outstanding and their needs for

support from their school are raised and addressed.

The strategies which were commonly used in face-to-face classes are not

applicable in distance learning. Fear comes along as teachers embrace technology. It

has given a sense of responsibility to adapt and explore such so they may integrate it

into their pedagogy and still perform professional functions (Lie, 2020). Therefore, the

participants reframe contextualization to fit in the context of the current modality. At this

time of pandemic where learners will learn remotely, teachers should contextualize

learning based on the adversity of times, availability of resources at home, and

mastering the most essential competencies.

 In Bandura’s Social Learning Theory, it explains human behavior in terms of

continuous reciprocal interaction between cognitive, behavioral, and environmental

influences. The modelling of human behavior is one of the constructs of the theory of

social learning and assumes that human behavior is acquired from the observation of

the behavior of and learning experiences from socially important people, such as

teachers.

In Behaviorist theory, learning is explained as a product of conditioned reactions

(Hoadley & Kilner, 2005). The behaviorist theory of learning is used to construct the first

computer-based learning systems, according to Ally (2008). Instructors are crucial to

learning, according to behaviorist learning theory (Hadjerrouit, 2007). Learning,

according to the behaviorist concept, is an observable behavioral change that occurs as

a response to external environmental stimuli, with observable behavior serving as proof

of whether or not a student has learned anything (Ally, 2008). Behaviorist theory

evaluates an individual learner's observable actions in terms of stimulus-response,

which may be quantified to determine learning progress (Ally, 2008; Mergel, 1998).

Although the behaviorist approach supports long-term learning in the form of knowledge

acquisition, it does not account for the learner's thoughts and ideas and has therefore

been criticized for promoting superficial learning and information repetition (Ally, 2008;

Hadjerrouit, 2007; Mergel, 1998). Learning may not always be visible, and as a result,

learning must entail more than just changing one's behavior (Ally, 2008). The flaw in

behaviorist theory is the likelihood that the learner will be unable to react to an issue if

the specific stimulus necessary for the proper response is not available (Mergel). The
theory's strength is that the learner stays "focused on a specific goal and can respond

instinctively to that goal's cues."

. Connectivist learning theory, according to Siemens (2005), is a function of the

network system that surrounds the person, and learning takes place within this ever-

changing environment. Siemens described learning as "actionable knowledge" and said

that the learning process takes place in a continually changing environment. He went on

to say that it may happen outside of ourselves and that it is made up of interconnected

sets of data that allow for future learning. As a result, connectivism focuses on the

reality that the basics of decision-making are rapidly changing. Because information is

acquired constantly, an individual's capacity to determine whether the information is

valuable or not is essential. It's also vital for an individual's capacity to understand and

notice when fresh information affects the surrounding.

Montgomery and Rupp (2005) conducted a meta-analysis of 65 papers from 1998 to

2003 that dealt with causes and effects of teacher stress and they were able to

conclude that poor coping skills were among the principal factors that cause daily stress

to become distress. This literature review considers stress and coping mechanisms for

teachers.

A qualitative study of workplace stress and coping in secondary teachers in Ireland

(Kerr, et. al 2020) states that the most commonly mentioned coping mechanisms for

stress included: (i) Discussing issues with colleagues; (ii) Passing on certain problems

to the principal or a senior teacher; and 36 Irish Journal of Applied Social Studies 36 (iii)

Diversion techniques, such as exercise or socialising.

 Another study of challenges include the complexity of assessment, difficulty in

instructional delivery due to lack of training, selecting the appropriate pedagogy, and

differentiated instruction, and digital divide brought by financial constraint and ICT

incompetence. As teachers migrate to new normal and prepare for distance learning,

they face challenges which may hinder the success implementation of learning

modality. These challenges should be recognized and addressed to help teachers

mitigate the problems and continue their tasks. Five core themes related to coping

mechanisms were named. These include positive well-being, time management,

openness to change, peer mentoring, and collaboration. Though barriers surfaced

during the pre-implementation stage of distance learning, teachers have ways to

overcome it to cope with the challenges of the new normal. These help them meet the

demands of new learning modality and being able to perform their duties and

responsibilities as facilitators of learning.

A qualitative study of challenges and coping mechanisms of the teachers in the

new normal (Alivio, et. al 2021) states that teachers are having difficulty and challenges

in delivering quality education because they are loaded with lots of paper works in

addition to the existing forms that they need to accomplish, unguaranteed learning to

students, frustrating in making recorded video lessons, explaining to students that need

to answer without copying from their classmates and quality assurance on learning if

they are only relying only in the learning module. In this study also found out that

teachers also must have coping mechanisms on those challenges they have

experienced that no matter what happens education must continue; they have learned

to overcome their difficulties by mastering time management, putting passion to work,

asking assistance from peers or teamwork and cooperation among one another to

accomplish a certain task on time.

Another study from International Multidisciplinary Research Journal (De Villa, et.

al 2020) found out essential points in the study secondary teacher’s preparation,

challenges, and coping mechanisms in the implementation of distance learning in the

new normal such as teachers are challenged of the complexity of assessment, difficulty

in instructional delivery and adopting technological tools. They found out also the coping

mechanisms to address the challenges like positive well-being, time management in

doing things, openness to change or adoptive to the changing teaching-learning

process, and peer mentoring or asking help from collegues. Teachers must value their

coping mechanisms to address their challenges in the new normal.

The goal for every teacher is to provide quality instruction to the learners.

Teachers must well- conditioned and must adopt new changes of instructional delivery

in order to continue its mission to educate students. The main focus of this study is to

ascertain the challenges and coping mechanisms of the secondary private school

teachers.
 THE PROBLEM

Statement of the Problem

The main purpose of this study is to acertain the Challenges and Coping

Mechanisms of the secondary private school teachers in New Normal Education.

It seeks to answer the following problems:

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

1.1 Sex;

1.2 Age;

1.3 Civil Status;

1.4 Highest Educational Attainment;

1.5 Number of Years in the Service ?

2. What are the challenges experienced by the teachers during the new normal

education?

3. What are the coping mechanisms of the teachers during the new normal education?

4. Is there a significant difference between the challenges and coping mechanisms of

the private school teachers in the new normal education when grouped according to

profile?

5. Is there a significant correlation between the challenges and coping mechanisms of

the private school teachers in the new normal education?

6. What action plan can be proposed based on the findings of the study?

Statement of the Hypothesis

There is no significant difference between the challenges and coping

mechanisms of the private school teachers in the new normal education when grouped

according to profile.

There is no significant correlation between the challenges and coping

mechanisms of the private school teachers in the new normal education.

Significance of the Study

The result of the study is deemed useful to the following:

The Department of Education (DepEd). The result of this research may help to

persuade DepEd officials to modify or revisits their curriculum, particularly in terms of

blended learning. This may also provide a rudimentary understanding of the student's

appeals which served as a basis for the intervention plan for teachers.

Private School Principals. The information that will be gathered through this

study will be great help in monitoring every private school of the challenges and coping

mechanisms of teachers in new normal and as basis for proposed intervention program.
 Students/ Learners- the result of this study may help students to think of

different strategies that will help them to ease the situation brought by the COVID-19

pandemic. This will also serve as the basis for an intervention program for students for

future references

Teacher- the study will be useful in addressing their own benefits and drawbacks

in regards to the abrupt shift in teaching to students, as well as assisting students in

adapting to this new way of learning. The result may also help teachers to think of

possible or best teaching strategies that will suit the individual differences of the

learners.

Parents- the result of this study may help the parent to think of possible solutions

and support in helping the parent in this time of the pandemic. It will also give a clear

picture of the situation of the learners today and their importance for the success of this

new normal education

Future researchers - may find this study useful if they want to explore a topic

similar to this one. This research will be used as a starting point for future studies.
 RESEARCH METHODOLOGY

Design

To achieve the goals of the study, the writers used the descriptive correlation

design. Descriptive correlation research designed to discover the relationships between

variables and to allow the prediction of future events from the present knowledge. The

researcher utilized this design to discover relationships among variables which are the

challenges and coping mechanisms of the private school teachers in new normal

education.

In analyzing and interpreting the data, the writers used appropriate statistical tool

in order to get the difference and the relationship of the correlation on the challenges

and coping mechanisms of the private school teachers in the new normal.

Environment and Respondents

The locale of the study is in the private schools in the Municipality of Loon during

the First Semester of School Year 2021-2022. Saint Teresa Academy Inc. is located at

Catagbacan Norte, Loon, Bohol, Sacred Heart Academy is in Lintuan, Loon, Bohol while

University of Bohol-Loon Institute is in Moto Norte, Loon, Bohol. All the teachers from

three (3) secondary private schools will be served as the respondents of the study.
Instrument

A questionnaire will be used to gather the data for the study. The researcher

used the questionnaire in the form of checklist. It contains 3- point Likert type rating

scale. The respondents need to put a check mark (√) on the space provided which

indicates their assessment on the challenges of teachers in new normal using the

corresponding rating scale- “5”, “4”, “3”, “2”, or “1” is to be given respectively for the

responses Strongly Agree, Agree, Fairly agree, Disagree, and Strongly Disagree. For

Part I is the profile of the respondents that includes sex, age, civil status, highest

educational attainment, and number of years in service. Part 2 is the challenges

experienced of private school teachers in the new normal. Lastly, for Part 3 are the

coping mechanisms of the teachers brought by the challenges.

Procedure

In making the study possible and successful, the thesis writers will asks

assistance from the respective authorities of the school in which the study has

undertaken. Before conducting the study, the proper documents have made in asking

the approval of the school authorities. The thesis writer will asks permission of the

Private School Principal of the respective school to get the list of respondents in three

schools.
 In distributing the questionnaires, the writer will personally distribute the

questionnaire to the actual respondents. The thesis writer guides the respondent by

reading the instruction in order for them to understand what they are going to do. The

respondents will be given enough time to answer the questions honestly and seriously.

After the respondents filled up the questionnaire, it will be collected, tabulate the data

and make tables to be use in the interpretation of the result of the study.

Statistical Treatment

To determine the average response in challenges and coping mechanism of

secondary private school teachers during the new normal education, the researcher will

use the following formula for weighted mean:

∑ fx
´
WM=
n

where:

∑ fx - summation of the product of frequency and rating

n - number of respondents

To determine the significant differences on respondents’ challenges and coping

mechanisms during new normal education when grouped according to their profile, the

researcher will use Chi-square statistic with this formula:

2
2 ( f o−f e )
x =∑
fe
 Where f o = the observed frequency (the observed counts in the cells)

and f e= the expected frequency if NO relationship existed between the variables

To determine the significant correlation between the challenges and coping

mechanisms of the private school teachers in the new normal education, the researcher

will use the Kendall’s Tau formula:

( C−D )
т=
( C+ D )

where:

C = the number of concordant pairs

D = the number of discordant pairs

Definition of Terms
Challenges- these are the problem or hindrance experience by the teachers in this time

of pandemic that affects their effectiveness as a teachers and in teaching and learning

process

Coping Mechanisms- these are the ways and strategies of the teachers in overcoming

the challenges in new normal

Private School- a school supported by a private organization or private individuals

rather than by the government.

Intervention Program- this is a training design that will be served as the final output of

the study that will address the challenges that encountered by the teacher in this time of

pandemic.

COVID-19- A novel corona virus that arises at Wuhan China last December 2019, that

cause lockdown all over the country around the world, and cause to shift the class in the

Philippines from tradional, face-to-face to online, modular, blended approach.

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The Research Questionnaire

Direction: Kindly accomplish this questionnaire and provide the needed data.
Part I- The profile of the respondents.
Name:___________________________(Optional)
Age: _______ Sex: ________ Civil Status:____________
Highest Educational Attainment:________________
Number of Years in the Service:___________

Part II. Challenges experienced by the teachers during the new normal education

Direction: Indicate your answer by putting a check ( ✔) in the box.

□ 5 – Strongly Agree □ 4 – Agree □ 3 Fairly agree
□ 2 – Disagree □ 1 – Strongly Disagree

Challenges
5 4 3 2 1
1. Explaining to your students that need to answer every activity
without copying the content from the net.
2. There some areas wherein I have difficulty in communicating
my learners.
3. Module making without references.
4. During the time when there were much overlapping of tasks,
like doing the modules and RVLs even during late at night.
5. When I went to our learning centers in a farflung mountain
areas to visit the learner and it was a struggle.
6. The distance of the recipients, the parents/guardians limited
academic skills and the declining scores/grades of the learners
in assessing their answered modules.
7. Time in regards to making Recorded Video Lessons and
module crafting.
8. I had and is still having difficulties in measuring students’
learnings in my subject because I observed that they share the
same answers.
9. Less learning of the students and stressful to teachers.
10. The no face to face factor. We cannot assure learning relying
only on the module. There are students that need further
explanation and slow readers also.

Adopted from Mel Gellegan-Alivio & Mark N. Abadiono Teachers in the New Normal (2021)
PART III. Coping Mechanisms of the Teachers in the New Normal Education
5 4 3 2 1

1. Self-learning by asking help from colleagues.

2. Watching Youtube tutorials.
3. Having effective time management.
4. I took effort to do research and did some intervention like
using activities suited to the situations of my learners.”
5. Through determination, setting of goals, hardwork, patience
and supportive teammates in school.”
6. What I was going to do is to identify what are the causes of
my stress and see if there's a solution. Then apply it
immediately.
7. In making Recorded Video Lesson (RVL), I asked my co-
teacher in making my RVL.
8. Becoming innovative, creative, and adaptive.
9. I use my personal printer and laptops to meet the needs and
easy access.
10. Amidst the crisis I was able to fulfil my duties my duties and
responsibilities as a teacher and that is to teach students
utilizing different learning modalities.

Adopted from Mel Gellegan-Alivio & Mark N. Abadiono Teachers in the New Normal (2021)

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