One of the major characteristics of a teacher is being flexible or easily to adapt something new.

The outbreak of Corona Virus Disease (COVID-19) has provided challenges itself for

educational institutions, especially higher education. Anticipating the transmission of the virus

the government has issued various policies, such as isolation, social and physical distancing to

large - scale social restrictions PSBB). This condition requires its citizens to stay at home,

work, worship, and study at home (Jamaluddin et al., 2020). In this case, Rasmitadila et al.,

(2020) stated that several countries had implemented different learning systems as physical

schools were closed due to COVID-19. In addition, changes in learning systems force schools to

implement distance education or online learning, e-learning, distance education, correspondence

education, external studies, flexible learning, and massive open online courses (MOOCs).

Therefore, the basic education institutions in the Philippines acknowledge that they must move

quickly with the technology driven changes in society and economy (Boholano, 2017). As

regards the implementation of virtual teaching in the education sector under the “new normal”,

more of the teacher factors are yet to be explored, hence it will continue to get the attention of

scholars, academicians, curriculum developers and educational leaders in implementing

educational reforms in responses to changing societies (Arrieta, Dancel & Agbisit 2020).

Information Technology (IT) and the Internet have changed people’s way of life and their

access to education (Xin Xie et al, 2020). According to Louwrens & Hartnett, (2015), the use of e-

learning (learning online with the aid of the internet and digital devices such as computers and

mobile technologies) within the compulsory schooling sector, both in New Zealand and around

the world, is gaining momentum. As a result, the need for educators to develop an understanding

of e-learning practices that lead to increased student engagement is gaining importance. Thus, E-

learning is now an established and growing practice in postsecondary (trade school, college, or
university) education due to advances in information communication technology (ICT), the

greater use of the Internet, and postsecondary institutions’ attempts to reduce costs associated

with classroom instruction (Woodcock, Sisco & Eady, 2015). However, online learning may be less

effective than classroom learning as students are less engaged. He also added that face-to-face

learning is more effective than online learning for teaching pragmatics. With little to be learnt

from previous research, conducting research into the impact of the shift to online learning

because of the COVID-19 pandemic becomes paramount. At the time of writing, there has been

some research into the impact of the pandemic on education, mostly from China, the first country

affected. Some of this research focuses on administrative organization with few implications for

teachers (as cited in Todd, 2020)

Arrieta, Dancel & Agbisit, (2020) stated that curriculum goal that must be emphasized in the

new normal curriculum is to develop preparedness competencies among the learners. When it

comes to curriculum content, there are challenges to whether to integrate or reduce. On the

other hand, instructional approaches mostly shifting to online modality should be considered in

the light of different factors. As regards instructional evaluation, some concerns related to the

assessment of learning present cogent reminders for educators.

Teachers, as the spearhead of the implementation of online learning, must be able to

condition all instructional components. These include instructional methods, media that will be

used in learning, use of instructional time related to the time of application use, and

psychological and social factors that significantly affect teachers' motivation when teaching.

Teachers have tasks and responsibilities that are not easily transferrable when they must change

from the face-to-face learning system in the classroom to an online system coupled with online

learning experiences that have never been implemented before. A teacher must overcome all the
problems that occur in online learning responsively so that the learning continues to achieve the

targets set. However, Teachers faced several challenges related to the emergence of obstacles

associated with technical issues. Not all parents have cell phones/laptops, and Internet signals are

poor, especially in the suburbs. The challenges that these obstacles present determine the

instructional activities that can take place. Problems can arise if these technical obstacles cannot

be overcome and mean that student participation in learning is not optimal. As a result, some

students cannot follow the lessons and experience delays in completing an assignment that the

teacher gives (Rasmitadila et al., 2020)

A large challenge for the online secondary teacher is to help online secondary students

develop online communication skills, as well as the need for the teachers to develop those skills

themselves. Both online students (Borup et al., 2013 as cited in Clark, 2016) and online teachers

(Teclehaimanot et al., 2013 as cited in Clark, 2016) experience isolation if effective modes of

communication have not been mastered. Teachers new to online teaching can feel disconnected

from their students, fellow teachers, and their own identity as teachers (Hawkins, Barbour, &

Graham, 2012 as cited in Clark, 2016). Online secondary students require assistance developing

online collaboration and presentations skills in order to effectively move through their

coursework and achieve their learning goals (Davis & 10 Roblyer, 2005 as cited in Clark, 2016).