Group 2 Research Edited2

METRO MANILA COLLEGE
HUMANITIES AND SOCIAL SCIENCES
THE LEVEL OF PREPAREDNESS OF SENIOR HIGH SCHOOL

TEACHERS TOWARDS FLEXIBLE LEARNING IN METRO
MANILA COLLEGE
A Research Paper Presented to

The Faculty of the Basic Education
Metro Manila College
In Partial Fulfillment of the Requirements for the Subject
INQUIRIES, INVESTIGATION, AND IMMERSION AND WORK
IMMERSION
By:
Ma. Edlynn S. Ofalsa
Nadzmah M. Ambinoc
Marie Jasmine Bearl A. Basco
Carl Vincent B. Pedellaga
Brian B. Rubenecia
May 2021
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APPROVAL SHEET
This research entitled The Level of Preparedness of Senior

High School Teachers Towards Flexible Learning in Metro
Manila College, was prepared and submitted by Nadzmah M.
Ambinoc, Marie Jasmine Bearl A. Basco, Ma. Edlynn S. Ofalsa,
Carl Vincent B. Pedellaga, and Brian B. Rubenecia has been
approved and accepted in partial fulfillment of the requirements for
the subject, INQUIRIES, INVESTIGATION AND IMMERSION,
AND WORK IMMERSION.
MR. JOSEPH ANDREW S. VALDEZ

Research Adviser
PANEL OF EXAMINERS
Approved and accepted by the committee on oral examination on

May 13, 2021.
MR. JOHN RYAN D. ANGEL

CHAIRPERSON
MS. CRISTAL JOY T. DIMALALUAN

Member
MS. JESSIL ANTIPAS

Member
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ACKNOWLEDGMENT
The researchers would like to express their gratitude to the

following persons involved, who helped them and gave their
overwhelming support to make all these things possible:
Dr. Eleanor M. Agapito, President of Metro Manila College, for

devoting her services to quality education in the institution;
Mrs. Ma. Dolores B. San Miquel, MAT, Principal, Basic

Education department for the encouragement, pieces of advice, and
pleasant suggestions for the refinement of the study;
Ms. Zoila D. Espiritu, Senior High School Assistant Principal, for

the incessant support and assistance towards further development of
the study;
Mr. Jay L. Quirante, Strand Coordinator, for the provision of

encouragement and genuine passion in this study;
Mr. John Ryan D. Angel, Chairperson, and Ms. Cristal Joy T.
Dimalaluan and Ms. Jessil Antipas, Members of panel of
examiners for their constructive feedback throughout this process.
The researchers are grateful for your contribution. Your constant
influence helped navigate this study from beginning to end;
Mr. Joseph Andrew S. Valdez, Research Adviser, for the

instructional guidance, the vital comments, and suggestions he has
provided throughout the writing of the manuscript;
Mr. Dan Lhery Gregorious, Inquiries, Investigation, And

Immersion Teacher, for the enduring patience and constant
evaluation to the progress of the study;
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Mrs. Jasmine Tatel, Work Immersion Teacher, for the

suggestions and actions that aid to the improvement of the study;
Mr. Earl William Ortiz, Class Adviser, for the imparted

knowledge and motivation in the fulfillment of the study;
Respondents, for the cooperation and time that they have given
to complete the data needed;
Parents, for the delight and inclination that have empowered the
researchers to the completion of the study;
Lastly, to the Almighty God, who gave the researchers heavenly

wisdom, strength, peace of mind, unity, and hope that this paper will
be successful;
Thank You Lord for all these blessings;
Ma. Edlynn S. Ofalsa
Nadzmah M. Ambinoc
Marie Jasmine Bearl A. Basco
Carl Vincent B. Pedellaga
Brian B. Rubenecia
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DEDICATION
This work is dedicated sincerely
to the affected sector of education by the world-wide pandemic, to
the learners who have incessantly thrive still in pursuit of knowledge,
to them who have been halted of their right to study, to our loving
teachers who have fought these unprecedented challenges,
to our reliable classmates, and to the indispensable support of our
parents;
And mostly to the Almighty God
Who provided us each day enough strength
and wisdom in completing this study.
The Researchers
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TABLE OF CONTENTS
Title Page.........................................................................i
Approval Sheet ................................................................ii
Acknowledgment..............................................................iii
Dedication.......................................................................v
Table of Contents.............................................................vi
Abstract..........................................................................ix
1 INTRODUCTION…………………………………………1
The Problem and Its Background………………………1
Review of Related Literature and Studies……………5
Theoretical Framework………………………………………29
Figure 1………………………………………………32
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Conceptual Framework………………………………………33
Figure 2…………………………………………………33
Statement of the Problem…………………………………35
Significance of the Study……………………………………37
Scope and Delimitation of the Study……………………39
Definition of Terms……………………………………………40
2 METHODS……………………………………………….42
Research Design………………………………………………42
Respondents……………………………………………………43
Sampling Technique…………………………………………44
Instrument Used………………………………………………44
Questionnaire…………………………………………………45
Construction and Validation of Instrument ………46
Administration and Retrieval of the Instrument…47
Statistical Treatment of Data……………………………48

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3 RESULTS……………………………………………………….52
Table 1: Profile of the Respondents……………………………52
Table 2: Sex of the Respondents………………………………53
Table 3: Civil Status of the Respondents……………………54
Table 4: Highest Education Attainment

of the Respondents………………………………………55
Table 5: Subject Specialization of

the Respondents…………………………………………56
Table 6: Teaching Experience of the

Respondents………………………………………………57
Table 7: Online Teaching Experience

of the Respondents……………………………………58
Table 8: Respondents as Passers of LET……………………59
Table 9: Respondents‟ Number of Online

Seminars Attended……………………………………60
Table 10: Level of Preparedness in Area

of Pedagogy and Content Knowledge…………61

of Technological Literacy……………………………64

of Instructional Materials……………………………67
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of Communicative Competencies………………70

of Adaptability and Flexibility……………………73
Table 15: Extent of Utilization of the Respondents

in Each Area of Preparedness…………………76
4 DISCUSSION………………………………………………..79
Statement of the Problem……………………………………81
Summary of Findings……………………………………………83
Conclusion……………………………………………………………91
Recommendation…………………………………………………93
REFERENCES………………………………………………………..95
APPENDICES……………………………………………………….100
A. LETTER…………………………………………………………………100
B. QUESTIONNAIRE.....................................................102
CURRICULUM VITAE...................................……………….108
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ABSTRACT
As the global pandemic affects the institution of education,
teachers along with the students struggle to go back to normal. For
them to continue giving education to students, teachers were left with
an option of migrating into flexible way of learning. Eventually,
Department of Education (DepEd) introduced the two mode of
learning which is the Online and Modular modalities. This situation led
the researcher to conduct a study to know the level of preparedness
of Senior High School teachers in migrating to flexible learning in the
Metro Manila College, A.Y. 2020-2021. Through the use of Google
Forms, researchers were able to distribute the survey questionnaires
to 75 out of 85 Senior High School teachers in Metro Manila College
containing the demographic profile and areas that may affect their
preparedness in migrating to flexible learning. After the survey, the
findings showed that the population of Senior High School teachers in
Metro Manila College is dominated of female, single status and mostly
ages from 21-25 years old. The longevity of teaching experiences in

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both traditional and online proves to be an insignificant factor towards
becoming highly prepared in the flexible learning. In addition,
teachers gain a very evident result in each factor that clearly revealed
that Senior High School teachers of Metro Manila College are well
prepared and very adaptive in the flexible way of learning.
To end this, researcher recommends that students together
with their parents must believe and be appreciative towards the
capability and effort given by their teachers who incessantly provides
plausible quality of education even in this time of pandemic. The
school administration may also maintain the high level of
preparedness of the teachers by supporting them and giving them a
different seminars, trainings or strategies that can mold them to be a
better educator.
Lastly, teachers may continue their high level of preparedness
by keeping up their doing. They should be also willing to pursue more
knowledge that will be helpful in adapting modern technologies and
ways of teaching for the next years of learning.

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1

CHAPTER 1
BACKGROUND OF THE STUDY
Over the course of months, the world lived in terror of the
casualties posed by the COVID-19 pandemic. It has made a notable
impact in all sorts of sectors concerning the human race. Thus,
resulting in extensive disruptions in tourism in accordance to travel
restrictions, worldwide economic recession, political controversies,
and significantly the sphere of education.
For this cause, the World Health Organization (WHO) was alarmed
to propose an alternative way for educators and students to conduct
learning and mitigate possible cancellation of classes, under the
authority of the World Bank‟s Edtech teams that will provide online
materials with the aim to foster remote learning while educational
institutions remain closed. Furthermore, guiding principles and
approaches involved are to be given by stakeholders such as teachers
and parents.
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A multitude of countries around the globe, Poland, Italy, Colombia,
Japan, etc., particularly the Philippines have acknowledged the call of
WHO through their corresponding ministry of education. In relation to
this, the Department of Education (DepEd) released a series of DepEd
Memorandum (DM) including No. 15, 21, 23, 31, and 34 in the first
quarter of 2020 labelled as, “Creation of a Task Force for the
Management of Department of Education Response to Novel
Coronavirus Acute Respiratory Disease (2019-nCoV ARD)”.
The severity of the COVID-19 pandemic revolutionized educators
to online education readiness. According to the survey supervised by
the Asia Foundation–Philippines called, ”Kamusta Ka, Teacher?” in
order to gain insight of teachers‟ overall state specifically their
understanding and comfort in utilizing Flexible Learning Options
(FLOs) in time of crisis; Initially, 55.68% or 1,020 of the
respondents positively assured that their schools have provisions
for FLOs. The following 25.92% or 473 respondents have denied

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the provisions for FLOs in their respective schools while the
remaining 18.40% or 328 of them were in uncertainty.
However, a 2018 study conducted by Ventayin on the
preparedness of DepEd teachers for online education, revealed that
in spite of bound experience in distance learning essentially
technological skills, time adjustment, information, and attitude
toward online education, they were still able to manage with the
trends. Whereas according to Phan and Dang (2017), major
elements of distance learning include the following: attitude,
training, technical competence, etc.
Hence, in order to shift from the traditional instructional materials
to digital and more innovative resources, teachers have to be
prepared for the transformation of the curriculum. To be ready for this
shift, teachers need to have all the competencies that will help them
cope with this change. These competencies must provide prowess
and proficiency in operating digital machinery in all curriculum

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domains leading to a plausible extension of learning for students
beyond the classroom (Bonanno, 2011).
As this pandemic would incessantly exist, it is essential that
information be acquired on how the prime figures in the field of
education of our society have prepared and are continuously
preparing into migration to a flexible way of learning leading the
researchers to come up with the study, THE LEVEL OF
PREPAREDNESS OF SENIOR HIGH SCHOOL TEACHERS
TOWARDS FLEXIBLE LEARNING.

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REVIEW OF RELATED LITERATURE AND STUDIES
This section provides both foreign and local literature and studies
related to the preparedness of teachers upon migrating to flexible
learning. These literature and studies bring forth the essence of the
present study and as to the purpose of their use. These are
compilations and collections of scholarly materials with academic
value such as, books, journals, articles, magazines, and different
websites and review of studies acquired from various existing body of
works; theses and dissertations as such, published and unpublished.
Pedagogy and Content Knowledge
Koehler and Mishra developed the technology pedagogical content
knowledge (TPCK) conceptual framework in 2005. Its creation was
intended to explain the knowledge foundation for teachers to use
when integrating technology into the teaching process. Shulman's
PCK work inspired the development of the TPCK concept.

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PCK is regarded as an essential component of a teacher's
professional development; that is, teachers are expected to infuse the
content domain with pedagogical strategies in order to improve
learners' subject understanding. The addition of technological
knowledge (TK) to the teacher's profession is invaluable.
TPACK demonstrates the critical forward and backward linkages of
three fundamental knowledge domains: content knowledge (CK),
pedagogical knowledge (PK), and technological knowledge (TK) (J.
Mupita et al., 2018)
Defined by the Merriam-Webster dictionary, Pedagogy is known as
the art, science, or profession of teaching. History of Pedagogy starts
with agogos means "leader" in Greek, a paidagogos was a slave who
not only led boys to and from school, but also taught them manners
and tutored them after school. Over time, pedagogue came to mean
simply "teacher"; however, because the word has an old-fashioned

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ring to it, it is often used to refer to a stuffy, boring teacher. The term
pedagogy, on the other hand, is still widely used and often simply
means "teaching." Everyone who majors in education receives
pedagogical training.
Pedagogy focuses on the Initial Teaching Education and
Professional Development as one of the possible influential factors
that could be adjusted to yield better outcomes for student learning.
Also, other findings from this study suggest that factors influencing
students' subsequent struggles which include literacy skill gaps,
English as an additional language, absenteeism, home factors,
student attitude and engagement, school system factors, disabilities
influencing learning, and learning difficulties which could be alleviated
through teacher preparedness (Merga, 2019).
Furthermore, regardless of the place, it is stated that the school's
commitment to ensuring that struggling students' literacy skills are
developed in all learning areas may be crucial through the support of
the entire school (Merga, et. al., 2020).

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TPACK concentrates on online environments that allow teachers
to teach and interact with their students while also providing a variety
of learning opportunities in a remote setting.
In this context, issues of agency, responsibility, flexibility, and
choice, as well as „careful planning, designing, and determination of
goals to create an effective learning ecology,' are critical. (Bozkurt
and Sharma, 2020)
As a result, online teaching and learning entails a distinct process
that can be seen in the roles, competencies, and professional
development approaches (N Shé et. al., 2019), as well as the
curriculum, pedagogy, assessment, and the nature of interaction
among participants.
Hence, this demonstrates that many teachers and students
struggled in migrating to online or flexible learning due to numerous

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subsequent challenges. Teachers' readiness to transition to online
learning with proper and sufficient preparation with the assistance of
their institution will most likely result in a better environment for both
parties.
According to Weldon (2016), roughly half of secondary teachers
were pleased with their preparation to work with students,
particularly those who struggled studying. Other findings indicating a
lack of teacher's preparedness may also reflect the fact that 21% of
English teachers in Australia teach outside of their field, resulting in a
lack of adequate disciplinary preparation for their role.
Also, in the fifth series of South East Asian forum proceeding
papers, it presents participants' responses to a questionnaire with six
questions aimed at determining the effectiveness of teacher
preparation for the online environment. This topic was discovered
through Colville School District‟s research as well as other published
and anecdotal data. During the center's initial activities, it was

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discovered that both general and special education teachers were
receiving little or no preparation or guidance on how to provide
effective instruction in an online environment (Carter and Rice,
2015; Rice and Mellard, 2015).
TPACK is extremely useful in the teaching field, as evidenced by
numerous studies on its applicability. Previous research focused on
pre-service and in-service teachers' abilities to deliver in the context
of TPACK after inventions and professional development programs.
According to J. Mupita et al., (2018) as cited from Kim and So
(2009), having technological knowledge does not imply being able to
apply technology skills. Knowledge is concerned with teachers'
understanding of concepts, rules, and procedures, whereas TPACK
competence is concerned with teacher action, which can be improved
over time. Competence grows as a result of the planning,
implementation, and evaluation of teaching activities.

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Content knowledge refers to the body of knowledge and
information that teachers teach and that students are expected to
learn in a specific subject or content area. Content knowledge
generally refers to the facts, concepts, theories, and principles taught
and learned in specific academic courses, as opposed to related skills
(such as reading, writing, or researching) that students learn in school
(edglossary.org, 2016).
A study of 86 responses from K-12 teachers and tertiary
instructors were requested (47 teaching in the USA, 39 in Saudi
Arabia). According to SR (self-reporting), both teachers in the two
countries rated Pedagogy knowledge highly, with Saudi Arabia
teachers rating TPACK more highly than their American counterparts.
There was general agreement that a vibrant teacher should be
competent in all three domains (the Technological, Pedagogical and
Content Knowledge) (Mupita et al., 2018).

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In conclusion, the aforementioned literatures and studies shows
that Pedagogy and Content Knowledge are one of the efficient
preparations for teachers in migrating to online learning.
Technological Literacy
One of the factors that can influence teaching competency is
technological literacy and based on the study conducted by
Stanislav Avsec and Janez Jamšek (2016), technological literacy
is recognized as a critical accomplishment of innovation and designing
concentrated instruction. It helps as a guide to the design of
technology and technical part of educational systems and defines
competitive employment in technological society.
In addition, technological literacy is the capacity of an individual to
work autonomously and team up with others adequately, capably and
decisively by utilizing technological instruments to acquire, oversee,
at that point coordinate, assess, make and convey data. Millennials

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should have data, technology, and human literacy to be prepared to
confront the difficulties of the industrial era 4.0 (Misbah Fikrianto,
2018). Also the said literacy is one that allows people the usage of
technology towards elevation of their competence and capability, as
such is the portraying of knowledge. It has a significant influence on
teaching competencies.
Furthermore, according to (Sari Lestar, 2019) searching for the
term technology literacy is always related to Information and
Communication Technology (ICT). Thus, it has been claimed and
suggested that technological literacy is under the world of ICT literacy
that particularly considered and categorized as a part of inter-literacy
views that then includes the skills to utilize ICT as an integral
component of basic literacy.
This literary is very important to education because it has
significant role according to Arif Santoso (2019), students,
especially students major in accounting must be equipped not only

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with subjects needed but also in pedagogy skills and it will be
improved through the help of technological literacy. The latest
development in technology changes the way students learn and
teachers teach as students and teachers can easily acquire new
knowledge and skills through the use of technology. Hence,
technological lliteracy is a very important theme that will help the
study in terms on knowing the preparedness of a teacher.
Instructional Materials
The other factor that can influence the teacher's competency are
the preparation and utilization of instructional materials. It is a
fundamental apparatus in learning each subject in the school
educational program. It permits the students to collaborate with
words, images and thoughts in manners that build up their capacities
in perusing, tuning in, settling, seeing, thinking, talking, composing,
utilizing media and technology (Bukoye, 2019). In addition, Faize
and Dahan (2017) said that instructional materials are print and
non-print things that are intended to impact knowledge to students in

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educational process. Instructional materials incorporate things like
prints, course books, magazines, papers, slides, pictures, exercise
manuals, electronic media, and etc.
The crucial role of learning and teaching materials (LTM) in
expanding the nature of learning and improving student skills and
performance execution is highly recognized (Smart and
Jagannathan, 2018; GEM Report, 2016). In low-income nations,
quality LTM can make up for impairing components, for example,
enormous class sizes, ineffectively prepared or inadequate instructors,
a deficiency of instructional time, undeniable degrees of ignorance
among guardians, and an absence of perusing materials in homes
(Smart and Jagannathan, 2018; Read, 2015).
In the previous years, printable writing materials are truly famous
as instructional help in school yet as time passes by advanced
learning is getting a ton of consideration uncommonly the present
pandemic.
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As indicated by the near instructional adequacy investigation of
(Frank Donor, 2016) between customary print-base and
video/computerized base material, the study shows that the two
instructional materials are both compelling in getting information and
functional expertise. However, users of video/digital-based
instructional materials show significantly superior craftsmanship. In
terms of preparation of instructional materials, the basic examples are
infographics. Infographics are designed to provide information to their
readers using various visuals such as texts, pictures, drawings,
diagrams, graphs, etc. (Serkan Yildirim, 2016). Compiling of
pictures, videos, audio files, and downloading editor apps can be used
in the preparation of infographics and other instructional materials.
Thus, instructional materials have a great impact in teacher's
preparation and competency. It is a guide for them to execute lessons
that is more understandable for the students. This factor will help the
study in determining the teacher's level of preparedness.

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Communicative Competence
The pedagogical conditions facilitate the efficiency of the work
system through the communicative competence of the teachers
because the objective necessity of society in the present days is to
search for optimal ways of the organized educational process and
rational variants of teaching and its structure.
Olesova and Borisova (2016) stated that “communicative
competence appears to be a complicated multi-component formation
–person‟s ability to successfully communicate and interact, ability that
is based on the system of knowledge and the system of effective
communication abilities.” However, it does not just about knowing the
language, but the ability of a professional to function as secondary
linguistic identity in variety of socially determined situations. Thus, it
is an absolute value for a teacher because his ability is important and
an effective mean to easily cultivate ideas.

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One of the processes in the system today during the coronavirus
pandemic is that educational information is being transferred in
different forms such as lectures, videos, and virtual classes. Piralova
et al., 2020; Zyubina et. al., (2019) said that this process is based
on teacher‟s communicative competencies in combination to their
digital skills. Even though it is quite simple to learn from instructional
videos, it‟s still necessary for students to have an active interaction
rather than passive perception.
According to Fahrutdinova, et. al., (2016), strengthening the
communicative aspects in the learning goals and teaching content
provides direction in teaching. The communicative functions are
associated with the subjects of communication in both pedagogical
and organizational skills and it obviously takes an important place in
this case where an intelligent digital education environment is a new
trend to develop new learning (Grunis, et al., 2020).

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Consequently, a communicative competent teacher will be able to
make an excellent performance to accomplish the goal of a successful
teaching. The mastery of contents is unalterable, however; they still
need to have great communication skills to convey the content.
Therefore, communication competencies add up to teacher‟s
effectiveness in teaching (Okoli, 2017).
In the current situation, the communicative competence as one of
the requirements in teaching has become in demand (Grunis, et. al.,
2020). They should be able to effectively carry their activities in a
digital educational environment. Also, emphasizing the organization
of effective interaction between students and teacher in the
educational process becomes more important for the learners to
easily convey necessary information. Taking into consideration of
modern requirements, teachers should develop professional
communicative competence and become an effective speaker to
make learning easier and help students in achieving their goals.

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Adaptability and Flexibility
One of the standards that is measured in being a teacher is their
adaptability and flexibility. Teacher‟s adaptability refers to their ability
to change and modify their ways in response to variability, originality
and unpredictability. (Martin et. al, 2017). The educators should
adapt the diversity of education by applying alternatives and
innovative ways of imparting knowledge to the students. Teacher‟s
adaptability is a theory that might interpret the loyalty of teacher‟s
implementation of Assessment for Learning in the classroom. It is an
important nature for teachers in the complex world of education
(Collie and Martin, 2016). Different schools and universities are
promoting different methods of teaching to the educators through
seminars and training. It aims to mold the teachers towards new
knowledge and skills that they can utilize in their teaching.
The 21st century tested the ability of the teachers to keep up with
modern times and eventually pushed them to identify the innovative
teaching equipment and methods. According to South and Stevens

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(2017), the use of technology in education has become popular in
the 21st century. It provides opportunities for the lecturers to connect
and expand learning outside the classroom. In a class, students and
lecturers are like a community where they are sharing teaching
materials, tools and other materials to create, control and know its
quality and usefulness.
Therefore, lecturers must adopt a unique method of teaching so
that students can follow new ways of learning. Technological changes
will help the lecturers to access information globally through Internet
to improve their learning and also, students can use internet
resources to enhance learning experiences (Banks, 2017). The
modern trend of education has become challenging for the teachers
who are accustomed to the traditional method of teaching for a long
time. Despite the huge transition and adjustment, lecturers must have
a flexible behavior and skills while adapting the technological changes
to boost their knowledge technically in order for them to apply and
sustain their learning about technology (Pionke, 2018).

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The demand for technology has widened and intensified for both
teachers and students for the reason that it contributes to the
student‟s learning rapidly. Lecturers have a significant contribution to
student learning and they are obligated in bringing technology-based
learning (Mardiana, 2018).
Technology has made a significant contribution to the lives of
teachers and students and it has been even more convenient during
the time of COVID-19 pandemic. Face-to-face classes were disrupted
and many schools were closed due to the threat of contagious virus.
However, according to Klieme (2020), the schools should
develop their concepts about blended learning by having a strategic
combination of presence at school and constructed approaches to
student‟s learning at home. Many experts and individual believed that
the students can still continue their studies even though there is no
physical interaction between the students and teachers. The
continuation of teaching and learning was only possible in alternative
ways of schooling. Teachers must learn to migrate to online teaching
which would allow them to use different digital tools and resources to
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solve issues and implement new teaching and learning approaches
(Eickelmann and Gerick , 2020).
Being adaptable and flexible educators will not only be able to
progress in the profession but it has also a great contribution to the
academic performance of the students. Teacher‟s adaptability must
have a good impact for them and to their students. Adaptive teachers
must present a huge sense of well-being and have an organizational
commitment greatly. In addition, teacher‟s adaptability has an indirect
effect to the numerous achievements of the students related to their
well-being (R.J Collie and Martin, 2017). These qualities are
constantly being embraced by the teachers to keep pace with the flow
of education today using modern teaching methods. Due to these
adaptations and changes, the educators had different emotional
perspectives on it. As stated by Bennett (2014), there are few
studies that involved and reported vital findings regarding educators‟
emotions that it ranges in a scope of positive and negative.

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Belonging to positive are those that induces a feeling of being
energized and motivated in discovering and trying out of new
technologies and methods of engaging with students, with a goal to
fully commit with their improvements. In relation to this, other
intrinsic factors are found to affect positive emotions such as
successful learning of students, their achievements and engagements,
built relationships, and when educators realize that teaching was after
all only partially controllable (Hagenauer and Volet, 2014).
But in contrast, the majority of those belonging to population of
educators have negative emotions inclined to online teaching
comprised of three general themes emerging. First, this begins from
anxiety and apprehensiveness transitioning to stronger emotions in
the face of fear of being exposed (inadequate knowledge). They
acquire embarrassment out of institutional system failures, frustration
and despair when technology impacts students‟ performances.
Elicited reactions from colleagues ranging from humiliation and being
scorned at, towards being unresponsive and never wanting to

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persevere in the lights of online teaching (Bennett, 2014).
In this study, the emotional outlook of the teachers was becoming
divided. Some considered it as a good advantage, but the others take
it as a disadvantage. In spite of these split perspectives, the emotions
really affect the teacher‟s performance and even their personal lives.
Chen (2018) believed that emotions act as significant factors
contributing to teaching experience and affects instructors‟ judgments,
motivation, and beliefs.
Many teachers feel skeptical and uncertain to their capability to
adapt and being a flexible educator. These emotional challenges that
are felt by the teachers can be overcome by allowing themselves to
improve and learn. According to Bennett (2014), educators come to
utilize strategies in order to manage their emotions, such as being
highly devised by being knowledgeable about the content and being
skilled in both the technology and pedagogy.

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Furthermore, Brinkley-Etzkorn (2018) and Kilgour et. al.,
(2019) stated that because technology is incessantly progressing
and inevitably places educators in a novice position, enhancing
competency in an online environment can be a perpetual target. This
kind of development in education, in teacher‟s way of teaching and in
the student‟s learning is strenuous, but it will be manageable if they
let themselves to be educated, built up, and to be able to accept it to
their everyday lives.
Another significant topic to consider with regard to adaptability
and flexibility of teachers during this transition would be their time
management.
The effective use of time has been recognized as pivotal factor to
the accomplishments of different fields and practical techniques. The
current study investigated by Khan, et. al., (2016), stated that
there is an important connection between the teacher‟s class
performances and their time-management skills. It was found that

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enhanced time management technique corresponds to the teacher‟s
performance inside the class. The main purpose of time management
in teaching is not to increase the limited time but to increase the
quality of the activities needed to be carried out in that limited time.
It has been an incredibly difficult time especially in this situation
where education settled to a generalized long-term shift to flexible
learning. It is a big challenge for the teachers having to teach online
in order for their students to be more motivated and more successful
in this long run.
Time-managing related studies conducted recently Khan et. al.,
(2016) and Zafarullah et. al., (2016), have imparted that
teacher‟s effective utilization of time directly affects his students‟
academic performances because time management is the efficient
use of all the resources regarding achieving the described purposes
and works in a time period in which the beginning and end are
determined.
28

Furthermore, Sahito, et. al., (2016) implied that a teacher that
does planning actively and intelligently may be able to produce
intelligent minds in the future. The significant relationship of teacher
and their management skills to student‟s academic performance was
found. That‟s why it was recommended for the teachers to improve
their time management techniques through consciousness about
controlling their time (Kayode and Ayodele, 2015).
Teacher‟s adaptability and flexibility are one of the characteristics
being measured at this present time. This is an important theme to
study because it discusses the teacher‟s ability to keep up with
modern times and learn to utilize the technologies in their teaching. It
shows the significance of enhancing the skills to adapt the
technological changes and development. It will reflect the challenges
that teacher faces due to huge adjustment and transition. Also, it
explains how emotions and emotional perspective are contributing
and affecting the lives of teachers and how proper management of
their time defines academic betterment for the sake of learners.

29

THEORETICAL FRAMEWORK
In adherence to the reviewed section of related literature, this
research is anchored on one major theory known as TPACK
(Technological Pedagogical Content Knowledge) that shall
encapsulate different themes involved as bases of this research.
TPACK framework is a theory developed to possess the ability to
expound set of knowledge necessary for teachers to be equipped
towards comprehensive teaching of subject, teaching effectively itself,
and utilization of technology (Mishra and Koehler, 2006). This
theory came after several years of observing teachers comprising
different grade levels with design experiments to conclude the
manner their classrooms operate.
As their initial idea was founded on Lee S. Shulman’s 1986
work, “Those Who Understand: Knowledge Growth in
Teaching.” They noticed that the usual scope of pertinence were

30

about the content knowledge - specific knowledge about the subject
they are teaching, and pedagogical knowledge – knowledge about
how to teach including specific teaching methods, the efficiency of
overlapping of these two, but always excluding technological
knowledge as a part of essential PCK.
After five years of research, Mishra and Koehler derived a new
framework, TPACK, which then provided additional emphasis to
technology, pedagogical content knowledge, their connections,
interactions, and constraints that educators fill in with all three of
these knowledge areas.
According to Harris and Hofer (2010), TPACK will revolutionize
the method by which teacher plans their daily lessons. It could be that,
first step is to choose their desired learning outcomes on that day, and
that learning outcomes shall be the content. The second step is to
propose an activity type that will then serve as the pedagogy or how
the students will be learning the content. And finally, last step is to
31

arrive at specific technologies that will enhance chosen activity type
and aid students in learning.
The general idea at play in TPACK is that a person worldly
proficient in a subject might not be a great educator when in lacked of
pedagogical knowledge to make the subject accessible and
comprehensive. Similarly, having sufficient knowledge of how to teach
does not guarantee success in the knowledge of the subject.
To be a great educator, one must combine both areas and
acknowledge the role of technology in this elevating digital era
towards creating effective learning environment.

32

Figure 1
33

CONCEPTUAL FRAMEWORK
Pedagogy and Content

Knowledge
Preparedness
Instructional materials of teachers in
Metro Manila
College
Communicative
Competence
Adaptability and
Flexibility
Figure 2
The provided conceptual framework illustrates and defines
relevant variables or key concepts through a process that explicates
their connection, context, and disjuncture. This acts as an integrating
system that bring all the aspects of a study together. Moreover, this
graphical organization serves as a guide and pillar to research
(Ravitch and Riggan, 2016).

34

In this research, there are five factors considered relevant towards
knowing the level of preparedness of the senior high school teachers.
These are the following: Pedagogy and Content Knowledge,
Technological Literacy, Instructional Materials, Communicative
Competence, and Adaptability and Flexibility.

35

STATEMENT OF THE PROBLEM
The researcher aims to know the preparedness of Senior High
School teachers of the Metro Manila College in their migration from
traditional to the flexible learning system.
Specifically, the researcher sought to answer the following questions:
1. How may the demographic profile of the respondents be
described as to:
1. Gender,
2. Age,
3. Civil Status,
4. Teaching Experience,
5. Subject Specialization,
6. Highest Attained Education,
7. Number of Online Seminars Attended?

36

2. How may the level of preparedness of the respondents be
described in terms of:
2.1 Pedagogy and Content Knowledge,
2.2 Technological Literacy,
2.3 Instructional Materials,
2.4 Communicative Competence,
2.5 Adaptability and Flexibility?
3. To what extent do the respondents utilize this level of
preparedness in flexible learning?

37

SIGNIFICANCE OF THE STUDY
This study is deemed significant to the following:
To the Teachers, this study will help the teachers to show how
hard they went through in preparing for Flexible Learning and teach
themselves to adopt the modern way of teaching using technologies.
As they are adopting the Flexible learning, it will be beneficial for
them to be knowledgeable on how to manage themselves with the
things that they need for their teaching.
To the Students, this study will help the students to know what
are the process and training that the teachers undergo in settling
everything that they need for this new normal school year so that the
flow of education will become better. As the teachers migrating to
Flexible learning, it will be beneficial for those students who didn‟t
have the capacity to buy gadgets for online classes and still can have
an access to education through modules.

38

To the Parents, this study will help the parents to have an idea
about what are the preparations that teachers did in migrating to
flexible learning and it gives them an assurance that the education of
their sons or daughters will become systematic and well.
To the School, this study will help the school to present how
they contribute and respond to the preparation of the teachers. As an
institution, it will serve as a good indication that their main purpose is
to deliver a better quality of education for the students even in
distance learning.
To the Future Researchers, this study will help the future
Researcher to be well informed on how the education system works in
a time of COVID-19 pandemic. As future researcher, this can serve as
an additional resource aligned to the topic of their research.

39

SCOPE AND DELIMITATION
This study focused the level of teacher‟s preparedness when it
comes to migration to flexible learning. It includes finding the
preparedness of each faculty in terms of technology and some
fundamental changes. The respondents of this study is the Senior
High School Teachers on Metro Manila College. This school was
selected after knowing that there are a lot of Senior High School
Teachers who migrated from the traditional way of teaching in the
new normal classes.

40

DEFINITION OF TERMS
This section of the research provides necessary terminologies and
their definitions for further understanding of the study.
1. Adaptability and Flexibility - significant abilities under
themes measured by which teachers can modify their methods
in accordance with unpredictability as a product of change
especially of flexible learning.
2. Communicative Competence - this facilitates importance
of effective interaction between the student and instructor
impacting learning goals and objectives.
3. Content Knowledge – emphasizes information, concepts,
theories, and knowledge disseminated by teachers under
specific subject or content area.
4. Flexible Learning - is an alternative mode of learning
different from the traditional. This covers the ability to
conduct education in a customized and preferable environment
including the varieties of digital platforms to take place into.

41

5. Instructional Materials - claimed as fundamental tools of
learning. This incorporate knowledge through words, images,
and thoughts in certain manners of their capacities.
6. Level - refers to the degree or extent by which a variable of
the study has taken into account.
7. Migrating - a term pertaining to the transition caused by
change underwent of teachers towards an alternative mode of
learning.
8. Pedagogy - method by which teachers impart knowledge
vital to success of learners.
9. Preparedness - indicates state of being ready or prepared
of educators under several conditions considered.
10. Technological Literacy - critical component to flexible
learning. It allows and equips comprehensive use of
technology to teachers in such a way educational competence
in a digital platform remains observed.

42

CHAPTER 2
METHODS OF RESEARCH
This chapter is dedicated to the presentation of methods and

procedures defined in order to acquire data, its analyzation,
interpretation, and conclusion. This section specifically shall also
provide respondents involved, sampling technique, instruments used
considering construction and validation of data, administration of
questionnaire, and utilization of statistical treatment.
RESEARCH DESIGN
In this study, the researchers used Descriptive Research with
quantitative approach. Mccombes (2019) stated that descriptive
research has the aim to systematically and accurately define a
population, a certain situation, or phenomenon. It caters the what,
where, when and how questions. In addition, researcher does not
strive to control or manipulate any included variables in the study,
rather only observes and measures them as they are.

43

Thus, this research design particularly was employed by the
researchers to quantify the level of preparedness of senior high school
teachers in migrating to flexible learning while identifying and
observing themes involved in accumulating necessary data to arrive
at a general conclusion.
RESPONDENTS
In this study, the researchers surveyed seventy-five (75) out of
eighty-five (85) Senior High School teachers from Metro Manila
College. The researchers focused on the respondents with
consideration of their age, gender, civil status, teaching experience,
different subject specializations, highest attained education, and
number of online seminars attended.

44

SAMPLING TECHNIQUE
Purposive sampling (also known as judgment, selective or
subjective sampling) is a sampling technique in which researcher
relies on his or her own judgment when choosing members of
population to participate in the study.
Purposive sampling is a non-probability sampling method and it
occurs when elements selected for the sample are chosen by the
judgment of the researcher.
INSTRUMENT USED
The succeeding instruments were used to collect data from the
senior high school teachers of Metro Manila College as respondents
specifically pertaining on their level of preparedness in migrating to
flexible learning.
45

QUESTIONNAIRE
The researchers used questionnaire in Google forms that
manifests a general set of queries and response choices,
Its purpose is to supply accurate statistical gathered data and
through these determine level of preparedness of respondents
towards their transition to flexible learning. It is then comprised of
three essential parts with specified aims
PART I: Demographic information of the respondents in the analysis
of their age, gender, civil status, teaching experience, subject
specialization, highest attained education, number of online seminars
attended, and online portals often used.
PART II: Describes the level of preparedness of the Senior High
School teachers in migrating to flexible learning concerning the
following areas: pedagogy and content knowledge, technological

46

literacy, instructional materials, communicative competence,
adaptability and flexibility.
PART III: Shows the extent of the utilization of respondents in this
level of preparedness in flexible learning.
CONSTRUCTION AND VALIDATION OF THE INSTRUMENT
The researchers perused variety of books, research paper, studies,
theses, and accumulated significant data in the internet so as to refine
conceptions, frameworks, themes, and underlying aspects of the
study through which bases of construction of questionnaire are
anchored. Validation of the instrument used is acknowledged through
the utilization of other pre-existing instruments relevant to the
studied themes that were of proven significance and effectiveness.
Also, administrated dry-run among 5 (five) respondents excluded
from the target population with the purpose of seeking possible
dilemmas and vague sections of the questionnaire established the
validity and further improved the research.

47

ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENT
After considering of gathered results, the final draft of
questionnaire is provided and was deliberately permitted by the
research adviser to distribute the specified respondents.
Administration and retrieval of the instrument used were
conducted digitally through utilization of google forms ensured with
100% of its retrieval as researchers themselves operate over the
whole process that took place.

48

STATISTICAL TREATMENT OF THE DATA
The researchers personally assessed and tabulated all data they
were able to obtain from the return of the used instrument. This
assisted their knowledge of analyzing and interpreting the results.
Thus, inevitable use of specified instruments for statistical treatment
of data emerged such as the following:
1. Frequency and Percentage Distribution
An instrument that has been functional in this study by
considering analysis of selected response without generalizing its
value for the item itself. This method also portrays data particularizing
percentage of observations that is drawn in each data point or
grouping of data points.
Formula:
𝑓
P= x 100
𝑁
Where:
P = percentage
f = frequency
N = no. Respondents
49

2. Weighted Mean
To quantify level of preparedness of respondents on migrating to
flexible learning, weighted mean was taken into account.
Accumulated totality of data are categorized and provided
corresponding weights. Each weight was multiplied by the number
of response for category then added and divided from the computed
sum of product frequency.
Formula:
WM=
Where:
WM = weighted mean
fw = sum of the products of the frequency
N = no. of respondents
50

3. Four-point Likert Scale
A Likert scale is an instrument used to strongly assume an attitude
is linear, constant or on a continuum ranging through the scope of
strongly agree to strongly disagree, hence makes the conclusion that
attitudes can be measured. (McLeod, 2019). This study utilized
specifically the four point kind with the means to eradicate neutrality
of results. This assisted in proving relevance of responses appeared
on the rating scale.
Each statement consists of four responses categorized using level
of frequency with designated weights of 1, 2, 3, and 4.
The equivalent point placed by estimation of each weighted average
with the following parallel verbal interpretation:
Numerical Interpretation Verbal Interpretation

3.25 - 4.00 (VHE) Very High Extent
2.50 - 3.24 (HE) High Extent
1.75 - 2.49 (LE) Low Extent
1.00 - 1.74 (VLE) Very Low Extent
51

4. Slovin’s Formula
This formula is used in the study to calculate the necessary sample
size that would help to obtain a certain confidence interval when
sampling a large population.
Where:
n = N/(1+Ne2)
n = sample size
N = population size
e = margin of error
5. Ranking
This a close-ended scale utilized by the researchers in this study to
compare extent of level of preparedness of teachers from one area to
another.
52

CHAPTER 3
Results
This chapter of the research exhibited the analysis, interpretation,
and results of the study extracted from the survey questionnaire used
by the researchers. This gathered data were presented in tabular
form with comprehensive corresponding analysis formulated through
the obtained responses.
1. Profile of the Respondents
Table 1
Age of the Respondents
Age Frequency Percentage

(F) (%)
21-25 39 52
26-30 19 25
31-35 6 8
36-40 9 12
41 Above 2 3
TOTAL 75 100%
53

Table 1 presents relevant data of respondents as to their age with
its frequency, percentage, and rank distribution. First, is the age
ranging from 21-25 years with 52%, Second, covers the scope within
26-30 years of age having 25%, Third, depicts the age that falls under
36-40 years old gaining a 12% from the totality of the 75 respondents.
Hence, the highest age of the teaching population of Senior High
School teachers in Metro Manila College ranges from 21-25 years old
and the lowest would be what is included in the 41 and above scale.
Table 2
Sex of the Respondents
Sex Frequency Percentage (%)

(F)
Female 50 67
Male 25 33
TOTAL 75 100%
Table 2 depicts the profile of respondents as to their sex with its
corresponding frequency and percentage distribution. It can be

54

observed in the table that there are exactly 50 female respondents
with corresponding 67% and 25 male respondents as 33% that
makes up the whole.
Thus, the teaching force of the Senior High School within the
Metro Manila College is dominated by female in terms of population.
Table 3
Civil Status of the Respondents
Frequency Percentage
Civil Status (F) (%)
Single 61 81
Married 13 17
Rather not say 1 1
TOTAL 75 100%
Table 3 shows the information of respondents as to their civil
status and the frequency, percentage, and rank distribution relevant
to it. Through the table, it is portrayed that senior high school
teachers with status as single is the highest being approximately 81%
of the entire population. Second is the married status by which it had

55

gained 17%, and lastly, is rather not say having 1%.It can be said
that single is the prevailing civil status of teachers of senior high
school in Metro Manila College and rather not say status as the least
having no response.
Table 4
Highest Educational Attainment of the Respondents
Frequency Percentage
Educational (F) (%) Rank
Attainment
Bachelor‟s 58 77 1
Degree
Undergraduate 14 19 2
in Master
(Units Only)
Master‟s 3 4 3
Degree
TOTAL 75 100%
Table 4 discusses the frequency, percentage, and rank distribution
as to the highest educational attainment of respondents. This table
presents Bachelor‟s Degree as rank 1 having 77 percent,
Undergraduate in Master(Units Only) as rank 2 with 19 percent and

56

Master‟s Degree that obtained rank 3 with 4 percent. This states that
most of the teaching population in the senior high school of Metro
Manila College possesses Bachelor‟s Degree as their highest
educational attainment, and the smallest of number within the similar
teaching population possesses Master‟s Degree.
Table 5
Subject Specialization of the Respondents
Subject Frequency Percentage

Specialization (F) (%) Rank
ABM 7 9 5
English 17 23 2
Filipino 8 11 3.5
ICT 5 7 6
MAPEH 3 4 9
Mathematics 4 5 7.5
Science 8 11 3.5
Social Science 19 25 1
TLE 4 5 7.5
TOTAL 75 100%
Table 5 presents the subject specialization of the respondents, its
frequency, percentage, and rank distribution. This table shows Social
Science as the rank 1 with 25%, English as the rank 2 with 23%, and
57

both in tie for the succeeding rank are the subjects Filipino and
Science with each exactly having 11%. Consequently, teachers with
Social Science as their specialized subject topped the most number of
responses, and those having MAPEH as their specialized subject as
the least number of the overall 75 responses.
Table 6
Teaching Experience of the Respondents
Teaching Frequency Percentage

Experience (F) (%) Rank
Less than 1 9 12 3
year
1-3 years 41 54 1
4-6 years 20 27 2
7-10 years 5 7 4
TOTAL 75 100%
Table 6 describes the data analysis of the teaching experience of
respondents with its frequency, percentage, and rank distribution.
This table exhibits 1-3 years of teaching experience as rank 1 with
54%, 4-6 years as rank 2 with 27%, and less than 1 year as rank 3
58

with 12% of the entirety. This dictates that the highest teaching
experience most teachers in the Senior High School population
acquired ranges from 1-3 years, and the lowest are those with 7-10
years of experience.
Table 7
Online Teaching Experience of the Respondents
Online Teaching Frequency Percentage

Experience (F) (%) Rank
Less than 1 year 67 89 1
1-3 years 8 11 2
TOTAL 75 100
Table 7 presents the data analysis of the online teaching
experience of respondents with its frequency, percentage, and rank
distribution.This shows less than 1 year of online teaching experience
as rank 1 having 89% of the surveyed population, 1-3 years as rank 2
with 11%.
Thus, most of the Senior High School teachers‟ population in the
Metro Manila College are new and have less than 1 year of experience
in online teaching, and there are some having 1-3 years.

59

Table 8
Respondents as Passers in the Licensure Exam for Teachers
LET Passer Frequency Percentage

(F) (%)
Yes 36 48
No 39 52
TOTAL 75 100%
Table 8 shows the frequency and percentage distribution of the
respondents as to the passing of the LET. This table provides 52% of
respondents who have yet passed the LET, and the remaining 48% of
those who already passed. It can be suggested that the larger
population of senior high school teachers in Metro Manila College is
composed of non-LET passers, and the other left unnumbered within
the population is composed of LET passers among the entire 75
respondents.
60

Table 9
Number of Online Seminars the Respondents Attended

(2020-2021)
Number of
Online Frequency Percentage Rank
Seminars (F) (%)
Attended
1-5 43 57 1
6-10 17 23 2
11-15 9 12 3
16-20 1 1 5
21 above 5 7 4
TOTAL 75 100%
Table 9 shows the frequency, percentage, and rank distribution of
respondents as to the number of seminars they attended. This table
proclaims 1-5 number of online seminars attended as rank 1 with
57%, 6-10 as rank 2 with 23%, and 11-15 scale as rank 3 with 12%.
Hence, the highest number of online seminars most senior high
school teachers in the Metro Manila College have attended ranges
from 1-5, and 16-20 number of online seminars attended as the least.
61

2. Level of Preparedness of Respondents in Terms of:
Table 10
Preparedness of Respondents in the Area of Pedagogy and

Content Knowledge
Indicators Mean Verbal Rank

Interpretation
I have sufficient repertoire of
strategies and approaches in 3.35 Strongly Agree 6
teaching my subject
I can adapt my teaching style
to different learners 3.4 Strongly Agree 5
I know the possible
difficulties and 3.5 Strongly Agree 3
misconceptions students
might encounter in my
subject
I have sufficient knowledge
with regard to the subject 3.56 Strongly Agree 2
that I teach
I can adapt my teaching
depending on what students
currently understand or do 3.41 Strongly Agree 4
not understand
I recognize how the concepts,
facts, theories of my subjects 3.57 Strongly Agree 1
are related
Total Weighted Mean: 3.47 Very High Extent

62

Table 10 presents the weighted mean, rank, and verbal interpretation
of the responses of respondents in the extent of their preparedness in
the area of pedagogy and content knowledge.
As reflected by the table, rank 1 would be the indicator “I
recognize how the concepts, facts, theories of my subjects are
related” with a mean of 3.57 and a verbal interpretation of strongly
agree.
Rank 2 is the indicator “I have sufficient knowledge with regard to
the subject that I teach” having a mean of 3.56 and a verbal
interpretation of strongly agree. Rank 3 is manifested in the indicator
“I know the possible difficulties and misconceptions students might
encounter in my subject” obtaining a mean of 3.5 and a verbal
interpretation of strongly agree.
This highlights the notion in connection with this study‟s related
literature that online teaching and learning entails a distinct process
that can be seen in the roles, competencies, and professional
development approaches (N Shé et al. 2019), as well as the

63

curriculum, pedagogy, assessment, and the nature of interaction
among participants. Wang (2016) also coded the significance of
four demonstrated constructs including Pedagogical Knowledge,
Content Knowledge, Pedagogical Content Knowledge, and
Technological Knowledge as areas of teacher preparedness.
As a result, it can be found that the Senior High School teachers in
the Metro Manila College are well prepared in terms of recognizing
relatedness of concepts, facts, and theories of their subjects.
In addition, they are also highly ready and possess sufficient
knowledge with regard to the subject that they teach and the
possible difficulties and misconceptions their students might
encounter under the similar subject.

64

Table 11
Preparedness of Respondents in the Area of

Verbal Rank
Indicators Mean Interpretation
I have the technical skills I

need to utilize technology 3.35 Strongly Agree 6
I can choose technologies
that improves the teaching
approaches for a lesson 3.48 Strongly Agree 2
I can use technology to
support various learning
styles (e.g. use of media for 3.53 Strongly Agree 1
auditory and visual learners)
I have the knowledge about
technologies that can be
used for better
understanding and teaching 3.45 Strongly Agree 3
of my subject content
I can select technologies to
use that enhance what I
teach, how I teach, and 3.43 Strongly Agree 4
what students learn
I use technologies in
different teaching activities 3.37 Strongly Agree 5
effectively
Total Weighted Mean 3.44 Very High Extent

65

Table 11 presents the weighted mean, rank, and verbal interpretation
of the responses of respondents in the extent of their preparedness in
the area of technological literacy.
As the table suggests, rank 1 as indicator would be “I can use
technology to support various learning styles (e.g. use of media for
auditory and visual learners)” with a mean of 3.53 and a verbal
interpretation of strongly agree. Rank 2 encapsulates the indicator “I
can choose technologies that improves the teaching approaches for a
lesson” with a mean of 3.48 and a verbal interpretation of strongly
agree. Rank 3 of the indicators is “I have the knowledge about
technologies that can be used for better understanding and teaching
of my subject content” having a mean of 3.45 and a verbal
This emphasizes the idea presented according to one of the stated
related studies conducted that technological literacy is recognized as

66

a critical accomplishment of innovation and designing concentrated
instruction. It helps as a guide to the design of technology and
technical part of educational systems (Stanislav Avsec and Janez
Jamšek, 2016). That being so, the Senior High School teachers of
the Metro Manila College show strong ability in using technology that
can support various learning styles, as well as the capability to choose
technologies that can improve teaching approaches for a lesson, and
significantly hold knowledge about technologies that can be used for
better understanding and teaching of their subject content.

67

Table 12
Preparedness of Respondents in the Area of Instructional

Materials

Interpretation
I formulate or adopt
objectives of lesson plan
relevant to instructional 3.45 Strongly Agree 6
materials
I use instructional
materials that relate new 3.52 Strongly Agree 3
lessons with previous
knowledge/skills
I utilize instructional
materials that imposes
art of questioning to
develop higher level of 3.49 Strongly Agree 4.5
thinking
I prepare instructional
materials (e.g. books,
handouts, modules, 3.69 Strongly Agree 1
multimedia, etc.)that
increases students‟
learning of the subject
matter
I use instructional
materials that bestows
useful information of
how to effectively teach 3.49 Strongly Agree 4.5
particular skills,
strategies, texts, or other
topics
68

I provide lectures,
readings, assignments 3.61 Strongly Agree 2
that complement each
other
Table 12 presents the weighted mean, rank, and verbal
interpretation of the responses of respondents in the extent of their
preparedness in the area of instructional materials.
As observed in the table, rank 1 indicator would be “I prepare
instructional materials (e.g. books, handouts, modules, multimedia,
etc.) that increases students‟ learning of the subject matter” with a
mean of 3.69 and verbal interpretation of strongly agree.
Rank 2 is “I provide lectures, readings, assignments that
complement each other” with a mean of 3.61 and verbal
Rank 3 is “I use instructional materials that relate new lessons
with previous knowledge/skills” with a mean of 3.52 and a verbal

69

An emerging conclusion can be declared through these results
and recent literature of this research discussing how instructional
materials are print and non-print things that are intended to impact
knowledge to students in educational process (Faize and Dahan,
2017) and it performs a crucial role as learning and teaching
materials (LTM) in expanding the nature of learning and improving
student skills and performance execution. (Smart and
Jagannathan, 2018; GEM Report, 2016); That the Senior High
School Teachers of the Metro Manila College have the capacity to
prepare instructional materials that can increase students‟ learning of
the subject matter at hand. Moreover, they are with high level of
preparedness in providing lectures, readings, assignments that
complement each other, and the utilizing of instructional materials
that can relate new lessons with background knowledge.

70

Table 13
Preparedness of Respondents in the Area of Communicative

Competence

Interpretation
I communicate verbal
message at an appropriate
rate with thoughtful choice 3.59 Strongly Agree 4
of words
I practice ways to check
whether the learner 3.61 Strongly Agree 2.5
understood what I said
I actively listen to students
to understand messages
without allowing 3.61 Strongly Agree 2.5
assumptions or bias to
interfere
I use effective interpersonal
skills to resolve class 3.48 Strongly Agree 6
conflicts and complaints
I seek feedback from
students to assess their level 3.52 Strongly Agree 5
of understanding of the
information I provided
I encourage learners of their
freedom to speak 3.79 Strongly Agree 1
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preparedness in the area of communicative competence.
Embedded within the table as rank 1 is the indicator “I encourage
learners of their freedom to speak” with a mean of 3.79 and a verbal
interpretation of strongly agree. Rank 2.5 are the indicators “I actively
listen to students to understand messages without allowing
assumptions or bias to interfere” and “I practice ways to check
whether the learner understood what I said” having exactly the
similar mean of 3.61 and a verbal interpretation of strongly agree.
To further acknowledge these conveyed results, communicative
competence is considered as one of the processes in the system today
during the coronavirus pandemic, that aids educational information in
being transferred in different form such as lectures, videos, and
virtual classes. As Piralova et al., 2020; Zyubina et al., 2019

72

added, this process is based on teacher‟s communicative
competencies in combination to their digital skills.
Thus, the thought can be qualified that the Senior High School
teacher of the Metro Manila College have the means to enrich
freedom of their learners to speak, as well as the competence of
actively listening to students without allowing their own prejudices to
interfere, and incessantly practicing ways by which they can check the
learner‟s understanding of what have been said.

73

Table 14
Preparedness of Respondents in the Area of Adaptability and

Flexibility

Interpretation
I have favorable disposition

towards flexible learning 3.24 Somewhat Agree 4
I am ready to integrate
traditional classroom
instruction and online digital 3.33 Strongly Agree 2
instruction
I am well equipped and
prepared in the new 3.13 Somewhat Agree 6
educational system
I am capable of creating an
environment that allows
student to thrive both in the 3.27 Strongly Agree 3
traditional and online setting
I am capable of effective
management of time with
regard to struggles of 3.15 Somewhat Agree 5
teaching and personal life
I do not give up to the
struggles of teaching 3.47 Strongly Agree 1
specially in this time of
transition
74

preparedness in the area of adaptability and flexibility. Visible in the
table as the rank 1 is the indicator “I do not give up to the struggles of
teaching specially in this time of transition” with a mean of 3.47 and
verbal interpretation of strongly agree. Rank 2 is “I am ready to
integrate traditional classroom instruction and online digital
instruction” with a mean of 3.33 and verbal interpretation of strongly
agree. Rank 3 is “I am capable of creating an environment that allows
student to thrive both in the traditional and online setting” with a
mean of 3.27 and verbal interpretation of strongly agree.
The results are similar with the related literature of this research
wherein, teacher‟s adaptability refers to their ability to change and
modify their ways in response to variability, originality and
unpredictability (Martin et. al, 2017). The emotions really affect
the teacher‟s performance and even their personal lives.

75

Chen (2018) believed that emotions act as significant factors
contributing to teaching experience and affects instructors‟ judgments,
motivation, and beliefs. Many teachers feel skeptical and uncertain to
their capability to adapt and being a flexible educator. This emotional
challenges that is being felt by the teachers can be overcome by
allowing themselves to improve and learn.
Hence, it can be noted that the Senior High School teachers in the
Metro Manila College emanate resiliency by not giving up to the
struggles of teaching specially in this time of transition, and the
readiness to integrate both instruction within the traditional and
online classroom, and that they are highly prepared in facilitating an
environment that allows student to thrive in both mentioned setting.

76

Table 15
Extent of Utilization of the Respondents in Each Area of

Preparedness
Area of Total Verbal Rank

Preparedness Weighted Interpretation
Mean
Pedagogy and 3.47 Very High Extent 3
Content Knowledge
Technological 3.44 Very High Extent 4
Literacy
Instructional 3.54 Very High Extent 2
Materials
Communicative 3.6 Very High Extent 1
Competence
Adaptability and 3.27 Very High Extent 5
Flexibility
It can be perceived in this final table where indication of overall
areas of teacher preparedness are inscribed including their general
weighted mean, corresponding verbal interpretation and rank that
there is a high level or extent of preparedness in the midst of the
surveyed population of Senior High School teachers in the Metro
Manila College concerning their migration to flexible learning.

77

Area of preparedness standing out as most evident is the
“communicative competence” with a general weighted mean of 3.6
and a verbal interpretation of very high extent gaining the top rank
among others.
Furthermore, it can be noted that in the preceding parts of this
research it has been supported by a study that imparts the knowledge
how a communicative competent teacher will be able to make an
excellent performance to accomplish the goal of successful teaching.
Although teachers are just one of the factors in determining student‟s
performances, they need to have the knowledge of contents and
communication skills to be effective. Therefore, communication
competencies add up to teacher‟s effectiveness (Okoli, 2017).
Subsequently, the area of preparedness standing out as least
evident is the “adaptability and flexibility” with a general weighted

78

mean of 3.27 and a verbal interpretation of very high extent gaining
the lowest rank among others.
It can be reminisced how the other previous studies and literature
have supported the significance of being adaptable and flexible as a
teacher. It has even been defined as their ability to change and
modify their ways in response to variability, originality and
unpredictability (Martin et. al, 2017). Hence, being adaptable and
flexible educators is not only about progressing in the profession but
also it is the large contributing to the academic performance of the
students. It must have a good impact for them and to their students
(R.J Collie and Martin, 2017).

79

CHAPTER 4
DISCUSSION
This chapter serves a vital part in presenting the summary of
findings, conclusion, and recommendation. This shall also state
acknowledgement by providing answers with regard to the statement
of the problem posed in the first chapter of this research.
The entire process of conducting this research has never been
thought of by the researchers as an uncomplicated and trouble-free
work. Through it all, the researchers have been taught to be more
forbearing, calm, and collected even in the most challenging times.
This research has also paved a way to comprehending the
significance of having to function as a team, to perform not only hard,
but particularly smart.

80

Moreover, as the researchers move along, they have also proved
and manifested that in spite of the havoc the current pandemic has
caused in manifold aspects and industries of our country especially
the sector of education, senior high school teachers of the Metro
Manila College are strongly prepared in their migration towards the
flexible learning. In addition, the researchers also determined the
areas of preparedness by which senior high school teachers have
considered most and least evident among themselves.

81

STATEMENT OF THE PROBLEM
The researcher aims to know the preparedness of senior high school
teachers of the Metro Manila College in their migration from
traditional to the flexible learning system.
Specifically, the researcher seeks to answer the following questions:
1: How may the demographic profile of the respondents be described
as to:
1.1 Gender,
1.2 Age,
1.3 Civil Status,
1.4 Teaching Experience,
1.5 Subject Specialization,
1.6 Highest Attained Education,
1.7 Number of Online Seminars Attended?

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2: How may the level of preparedness of the respondents be
described in terms of:
2.1 Pedagogy and Content Knowledge,
2.2 Technological Literacy,
2.3 Instructional Materials,
2.4 Communicative Competence,
2.5 Adaptability and Flexibility?
3: To what extent do the respondents utilize this level of
preparedness in flexible learning?

83

SUMMARY OF FINDINGS
Through careful presentation, analysis, and interpretation of data,
the researchers were able to arrive at the following significant
findings:
1. Demographic Profile of the Respondents
1.1 Thirty-nine (39) that corresponds to 52% of the respondents
belongs to the scope of 21-25 years old.
1.2 Fifty (50) with an equivalent of 67% in the surveyed
population of respondents are female and twenty-five (25)
or 33% are male.
1.3 As to civil status, sixty-one (61) of the respondents
approximately 81% are single. Married comprises thirteen
(13) or 17% and one (1) or 1% preferred not to say.

84

1.4 As to the highest attained education, Bachelor‟s Degree has
fifty-eight (58) respondent or 77%, Undergraduate in
Master (Units Only) has fourteen (14) or 19%, and Master‟s
Degree with three (3) corresponding 4%.
1.5 As to subject specialization, it has been observed that
nineteen (19) or 25% is the Social Science. Seventeen (17)
or 23% is the English. Tied having similar numerical value
are the Filipino and Science with eight (8) or as 11% of total
respondents.
1.6 As to teaching experience, 1-3 years has been marked having
forty-one (41) or 54% of the respondents, 4-6 years with
twenty (20) or 27%, and less than 1 year with nine (9) or
12%.
1.7 As to online teaching experience is quantified by having less
than 1 year with sixty-seven (67) or 89%, and 1-3 years
with eight (8) or 11% of respondents.

85

1.8 As to passers of LET it comprises of thirty-six (36) or 48% of
the surveyed population and thirty-nine (39) or 52% have
not yet passed.
1.9 As to number of online seminars attended, 1-5 with
forty-three (43) or 57% of respondents, 6-10 with
seventeen (17) or 23% , and 11-15 with nine (9) or 12%.

86

2. Level of Preparedness of Respondents in Terms of:
The first three (3) that ranked the highest:
2.1 Communicative Competence
1. “I encourage learners of their freedom to speak” with a
weighted mean of 3.79 and a verbal interpretation of strongly
agree.
2. “I actively listen to students to understand messages without
allowing assumptions or bias to interfere” with a weighted
mean of 3.61 and a verbal interpretation of strongly agree.
3. “I practice ways to check whether the learner understood what
I said” with a weighted mean of 3.61 and a verbal

87

2.2 Instructional Materials
1. “I prepare instructional materials (e.g. books, handouts,
modules, multimedia, etc.)that increases students‟ learning of
the subject matter” with a weighted mean of 3.69 and a verbal
2. “I provide lectures, readings, assignments that complement
each other” with a weighted mean of 3.61 and a verbal
3. “I use instructional materials that relate new lessons with
previous knowledge/skills” with a weighted mean of 3.52 and a
verbal interpretation of strongly agree.

88

2.3 Pedagogy and Content Knowledge
1. “I recognize how the concepts, facts, theories of my subjects
are related” with a weighted mean of 3.57 and a verbal
2. “I have sufficient knowledge with regard to the subject that I
teach” with a weighted mean of 3.56 and a verbal
3. “I know the possible difficulties and misconceptions students
might encounter in my subject” with a weighted mean of 3.5
and a verbal interpretation of strongly agree.
2.4 Technological Literacy
1. “I can use technology to support various learning styles (e.g.
use of media for auditory and visual learners)” with a weighted

89

2. “I can choose technologies that improves the teaching
approaches for a lesson” with a weighted mean of 3.48 and a
3. “I have the knowledge about technologies that can be used for
better understanding and teaching of my subject content” with
a weighted mean of 3.45 and a verbal interpretation of strongly
agree.
2.5 Adaptability and Flexibility
1. “I do not give up to the struggles of teaching specially in this
time of transition” with a weighted mean of 3.47 and a verbal
2. “I am ready to integrate traditional classroom instruction and
online digital instruction” with a weighted mean of 3.33 and a

90

3. “I am capable of creating an environment that allows student to
thrive both in the traditional and online setting” with a weighted
3. Extent of Utilization of Teachers in This Level of
Preparedness
3.1 As revealed from the last chapter, the most evident area of
teacher preparedness is the “communicative competence”
having a general weighted mean of 3.6 and a verbal
interpretation of very high extent, and the least evident as
the area of “adaptability and flexibility” with a general
weighted mean of 3.27 and a verbal interpretation of very
high extent.
91

CONCLUSION
Throughout this study, the researchers were able to formulate
such underlying conclusions:
1. The population of Senior High School Teachers of Metro Manila
College is dominated by female respondents‟ age highly ranges from
21-25 years old. They are mostly single as to civil status and have
attained Bachelor‟s Degree as their prevailing level of education. Their
teaching experience differs significantly from their online teaching
experience, with 1-3 years as their highest for the teaching
experience and less than 1 year for the online mode of teaching. It
can also be pondered upon that longevity of experience is not of the
essence in becoming highly prepared when it comes to flexible
learning as less than 1 year sufficed in the attainment of very high
extent of preparedness for the surveyed senior high school teachers.
In relation to LET passers, those who have yet to passed are greater
from the population that have already passed. Lastly, in demographic

92

conclusion, numerous in numbers are those that had 1-5 of online
seminars attended and even only a few have attended plethora of
online seminars in preparation to migration to flexible learning, this
managed no influence to the preparedness of those who had
attended less.
2. The extent of preparedness of Senior High School teachers in the
Metro Manila College focused on the following five (5) areas:
Pedagogy and Content Knowledge, Technological Literacy,
Instructional Materials, Communicative Competence, and Adaptability
and Flexibility yield an enormous favorable result with each areas
manifesting strong agreement to preparedness from the interpreted
responses of the respondents.
3. The most evident area that have been given greatest level of
preparation of the Senior High School teachers is the communicative
competence, whilst the least evident and given great but not of
greatest level of preparation is the adaptability and flexibility.

93

RECOMMENDATION
Based from the gathered findings and conclusion, the researchers
offer the following recommendations:
The Students may appreciate the efforts and struggles that are
faced by their teachers to become well-prepared in migrating to
flexible learning. May this value their teachers‟ dedication and
perseverance in order to bring education, even in distance learning.
The Teachers may continue their high level of preparedness in
different aspects even if the distance learning persists or the face to
face classes will return. They should be willing to learn more and be
knowledgeable in ways of adapting modern technologies and ways of
teachings that shall be applied to education as years goes by.

94

The Parents may they trust the capability of the teachers and
believe that these senders of knowledge are doing their best to teach
their sons and daughters despite the current being experienced
today.
The School may maintain the high level of preparedness of the
teachers by requiring them to undergo in different seminars or
training that will mold their teaching ability particularly with the new
educators.
The Future Researcher may conduct follow up studies and look
for more information about the level of preparedness of Senior High
School teachers in migrating to flexible learning.

95

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Bukoye, R.O. (2019) Utilization of Instruction Materials as Tools for
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100

APPENDICES
U-site, Brgy. Kaligayahan Novaliches, QuezonCity
Dear Repondents.
Good day!
This questionnaire is constructed by a group of researchers from
12-HUMSS RIZAL. This will act as an instrument in gathering data
concerning the research entitled “LEVEL OF PREPAREDNESS OF
SENIOR HIGH SCHOOL TEACHERS IN MIGRATING TO
FLEXIBLE LEARNING IN THE METRO MANILA COLLEGE,
ACADEMIC YEAR 2020-2021”. Questions included have been
based on survey questionnaires of published researches and have
been modified according to the current purpose of this research.

101

We encourage our respondents to answer each question to the best
of their knowledge and honesty. Your thoughtfulness and candid
responses will be greatly appreciated.
Rest assured your responses will be kept completely confidential.
Thank you for your time and have a good day.
Very truly yours,
RESEARCHERS
102

Research Title: LEVEL OF PREPAREDNESS OF SENIOR HIGH
SCHOOL TEACHERS IN MIGRATING TO FLEXIBLE LEARNING
IN THE METRO MANILA COLLEGE, ACADEMIC YEAR
2020-2021.
PART I: DEMOGRAPHIC PROFILE
Name: Email:
Age: Teaching Experience:
Sex: Subject Specialization:
Civil Status:
PART II: QUESTIONNAIRE
The following statements are intended to measure the
preparedness of Senior High School teachers. Check ( √ ) the
appropriate information ask for each item.
1- STRONGLY DISAGREE (SD), 2-SOMEWHAT DISAGREE (SWD),
3-SOMEWHAT AGREE (SWA), AND 4–STRONGLY AGREE (SA)

103

PEDAGOGY AND CONTENT 1 2 3 4

KNOWLEDGE SD D A SA
I have sufficient repertoire of

strategies and approaches in teaching
my subject
I can adapt my teaching depending on
what students currently understand or
do not understand
I can adapt my teaching style to
different learners
I know possible difficulties and
misconceptions students might
encounter in my subject
I have sufficient knowledge with
regards to the subject I teach
I recognize how the concepts, facts,
theories of my subjects are related
104

TECHNOLOGICAL LITERACY 1 2 3 4
SD D A SA
I have the technical skills I need to
utilize technology
I can adapt the use of the technologies
that I am learning about to different
teaching activities
I can choose technologies that
improves the teaching approaches for
a lesson
I can use technology to support
various learning styles (e.g. use of
media for auditory and visual learners)
I have knowledge about technologies
that can be used for better
understanding and teaching of my
subject content
I can select technologies to use that
enhance what I teach, how I teach,
and what students learn
105

INSTRUCTIONAL MATERIALS 1 2 3 4
SD D A SA
I formulate or adopt objectives of

lesson plan relevant to instructional
materials
I use instructional materials that relate
new lessons with previous
knowledge/skills
I utilize instructional materials that
imposes art of questioning to develop
higher level of thinking
I prepare instructional materials (e.g.
books, handouts, multimedia,
software, etc.)that increases students‟
learning of the subject matter
I use instructional materials that
bestows useful information of how to
effectively teach particular skills,
strategies, texts, or other topic
I provide lectures, readings,
assignments that complement each
other
106

COMMUNICATIVE COMPETENCE 1 2 3 4
SD D A SA
I communicate verbal message at an
appropriate rate with thoughtful choice
of words
I practice ways to check whether the
learner understood what I said
I actively listen to students to
understand messages without allowing
assumptions/bias to interfere
I use effective interpersonal skills to
resolve class conflicts and complaints
I seek feedback from students to assess
their level of understanding of the
information I provided
I encourage learners of their freedom to
speak
107

ADAPTABILITY AND FLEXIBILITY 1 2 3 4

SD D A SA
I have favorable disposition towards
flexible learning
I am ready to integrate traditional
classroom instruction and online digital
instruction
I am well equipped and prepared in
the new educational system
I am capable of creating an
environment that allows student to
thrive both in the traditional and online
setting
I am capable of effective management
of time with regards to struggles of
teaching and personal life
I do not give up to the struggles of
teaching and its transitioning
108

CURRICULUM VITAE
NADZMAH M. AMBINOC
Address: Blk.17 L4 E. Aguinaldo St. Brgy.
Sta. Lucia, Novaliches, Quezon City
Email: nadzmah.ambinoc26@gmail.com
OBJECTIVES
 A highly organized and hard-working individual looking for a
responsible position to gain practical experience and make use
of my interpersonal skills to achieve goals in the company
PERSONAL INFORMATION
 Birthday: April 26, 2003
 Age: 18 years old
 Place of Birth: Batasan Hills, Quezon City
 Religion: Islam
109

 Citizenship: Filipino
 Sex: Female
 Height: 5‟4
 Weight: 55 kg.
 Civil Status: Single
 Father‟s Name: Rindio Ambinoc
 Mother‟s Name: Amelita Ambinoc
EDUCATIONAL BACKGROUND
Senior High:
Metro Manila College Inc. S.Y. 2019 -Present
Jordan Plaines Subd. Brgy. Kaligayahan, Novaliches, Quezon City
Secondary:
Sta. Lucia High School S.Y. 2015 – 2019
J.P Rizal St. Brgy. Sta. Lucia, Novaliches Quezon City
Primary:
San Gabriel Elementary School S.Y. 2009 – 2015
A. Bonifacio St. Brgy. Sta Lucia Novaliches, Quezon City

110

KEY SKILLS
 Dancing  Teamwork Skills
 Feature Writing  Planning or Organizing
 Leadership  Facilitation Skills
AWARDS AND ACHIEVEMENTS
 Consistent Honor Student from High School to Senior High
School
CERTIFICATIONS AND SEMINARS ATTENDED
 National (7-Days Workshop/Activities/Contest) and Reginal
(Seminar about Anti-drugs) Children‟s Month 2017
Representative of QC and NCR.
 SSG 2018 Leadership Training
 Regional (NCR) IP/Cultural Sensitivity Assessment and Planning
Workshop (2018)
117

CHARACTER REFFERENCES
• Jessa Mae Gemilla
Senior High School Teacher, Metro Manila College
gemilla.jmt@pnu.edu.ph
• Daryl Eldrin Valenzuela
daryleldrinvalenzuela@gmail.com
• Jay L. Quirante
dijayquirante@gmail.com
I hereby declare that the above mentioned information is correct and
true as per my knowledge.
Ambinoc, Nadzmah M.
Researcher
118

MARIE JASMINE BEARL A. BASCO
Address: Blk. 6 Lot 19 Tarhaville st. Sta.
Lucia Novaliches, Quezon City.
Email: mjasminebearl@gmail.com
OBJECTIVES
• To build a long-term career in graphic design with
opportunities for career growth and to enhance my educational and
professional skills in a stable and dynamic workplace.
 Birthday: January 22, 2003
 Place of Birth: Novaliches, Quezon City
 Religion: Born Again Christian
 Sex: Female
119

 Height: 5‟2
 Weight: 46 kg.
 Father‟s Name: Eduardo Basco
 Mother‟s Name: Mary Ann Basco
SENIOR HIGH:
Metro Manila College Inc. S.Y. 2019 - Present
SECONDARY:
J.P Rizal St. Brgy. Sta. Lucia, Novaliches, Quezon City
PRIMARY:

120

KEY SKILLS
 Good Communication Skills  Handling Conflicts
 Organization Skills  Listening Skills
School
 A Youth Week Celebration 2018 “Safe Spaces for Youth”
August 31,2018,
Sta. Lucia High School
 District V Mini Press Conference
August 5, 2017
 Maligaya High School
2018 CD-v Schools Mini Conference

121

 Ballos, Elizabeth P.
Online Seller
 Gary John Benuya
GIST College Professor
 Lavinia Labid
Costumer Service
I hereby declare that the above mentioned information is correct and
Basco, Marie Jasmine Bearl A.
Researcher
122

MA. EDLYNN S. OFALSA
Address: 1077 Cielito Homes Genesis St.
Brgy. 177
Caloocan City
Email: rizalofalsaedlynn@gmail.com
OBJECTIVES
 To showcase valuable knowledge, experiences, and skills in
accordance to the necessities of the company and foster
life-long learning within the environment towards betterment of
self.
 Birthday: December 20, 2002
 Religion: Christian Baptist

123

 Sex: Female
 Height: 5‟4
 Weight: 47 kg.
 Father‟s Name: Edmund Ofalsa
 Mother‟s Name: Ma. Elena Ofalsa
SENIOR HIGH:
Metro Manila College Inc. S.Y. 2019 - Present
SECONDARY:
Metro Manila College Inc. S.Y. 2015 – 2019
PRIMARY:
Sauyo Elementary School S.Y. 2009 – 2015
12 Fuschia St. Novaliches, Quezon City

124

KEY SKILLS
 Creative Writer  Singing
 Sharp Memory  Innovator
 Reading  Therapeutic Painter
 Consistent Honor Student from Junior High School to
Somophore years
 Active in Extracurricular Activities particularly in the Department
of Journalism
 Soon became the appointed head of literary writers in school

125

 Jessa Mae Gemilla
 Lynn V. Yarisantos
yarisantoslynn@gmail.com
 Ma. Veronica L. Mahinay
Junior High School Teacher, San Bartolome High School
maveronica.mahinay@depedqc.pc
I hereby declare that the above-mentioned information is correct and
Ofalsa, Ma. Edlynn S.
Researcher
126

CARL VINCENT B. PEDELLAGA
Address: 040 Joan of Arc St. Brgy.
Gulod, Novaliches, Quezon City
Email: cvtan018@gmail.com
OBJECTIVES
• To secure the cooperative education in certain tasks that will
enhance, challenge and strengthen my education, knowledge and
professional skills.
 Birthday: September 29, 2002
 Religion: Catholic
 Sex: Male
127

 Height: 5‟6
 Weight: 65 kg.
 Father‟s Name: Carlito Pedellaga
 Mother‟s Name: Salvacion Borlagdatan
SENIOR HIGH:
Metro Manila College Inc. S.Y. 2019 – Present
SECONDARY:
St. Patrick School of Novaliches Inc. S.Y. 2015 – 2019
16 Jewel St. Forest Hill Subd. Novaliches, Quezon City
PRIMARY:
Rosa L. Susano Novaliches Elementary School S.Y. 2009 – 2015
Quirino Highway, Quezon City

128

KEY SKILLS
 Communication Skills  Enthusiasm
 Creative Thinking  Singing
 Passionate  Dancing
School
 3rd Runner Up, Singing Competition (May 2018)
 Best Thesis and Best Thesis Presenter (March 2019)
 MMC CS Choir Awards and Achievements

129

 Michael Thomas Nelmida
Full Time, Senior High School Instructor, Emilio Aguinaldo College
nelmida.mtm@pnu.edu.ph
 Mylene Miguel
Elementary Teacher
mylenemiguel85@gmail.com
I hereby declare that the above-mentioned information is correct
and true as per my knowledge.
Pedellaga, Carl Vincent B.
Researcher
130

BRIAN B. RUBENECIA
Address: Blk. 11 lot 7 Magnolia ext. Palmera
Homes, Brgy. Sta. Monica Novaliches,
Quezon City
Email: rizalbrianrubenecia@gmail.com
OBJECTIVES
• To showcase valuable knowledge, experiences, and skills in
accordance to the necessities of the company and foster life-long
learning within the environment towards betterment of self.
 Birthday: June 20, 2002
 Religion: Catholic
131

 Sex: Male
 Height: 5‟9
 Weight: 50 kg.
 Father‟s Name: Carlito Rubenecia
 Mother‟s Name: Josefina Rubenecia
Senior High:
Metro Manila College Inc. S.Y. 2019 – Present
Secondary:
J.P Rizal St. Brgy. Sta. Lucia, Novaliches Quezon City
Primary:

132

KEY SKILLS
 Good in Philosophy
 Photography
 Writing (Literary Works)
 Consistent Honor Student from Junior High School to Senior
High School
 Diocesan Formation for Cathecist (2019)
 Basis Bible Seminar Formation (2018)

133

 Lynn V. Yarisantos
yarisantoslynn@gmail.com
 Daryl Eldrin Valenzuela
daryleldrinvalenzuela@gmail.com
I hereby declare that the above-mentioned information is correct and
Rubenecia, Brian B.
Researcher

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METRO MANILA COLLEGE

HUMANITIES AND SOCIAL SCIENCES

THE LEVEL OF PREPAREDNESS OF SENIOR HIGH SCHOOL

A Research Paper Presented to

METRO MANILA COLLEGE

METRO MANILA COLLEGE

This research entitled The Level of Preparedness of Senior

MR. JOSEPH ANDREW S. VALDEZ

Approved and accepted by the committee on oral examination on

MR. JOHN RYAN D. ANGEL

MS. CRISTAL JOY T. DIMALALUAN

MS. JESSIL ANTIPAS

METRO MANILA COLLEGE

The researchers would like to express their gratitude to the

Dr. Eleanor M. Agapito, President of Metro Manila College, for

Mrs. Ma. Dolores B. San Miquel, MAT, Principal, Basic

Ms. Zoila D. Espiritu, Senior High School Assistant Principal, for

Mr. Jay L. Quirante, Strand Coordinator, for the provision of

Mr. Joseph Andrew S. Valdez, Research Adviser, for the

Mr. Dan Lhery Gregorious, Inquiries, Investigation, And

METRO MANILA COLLEGE

Mrs. Jasmine Tatel, Work Immersion Teacher, for the

Mr. Earl William Ortiz, Class Adviser, for the imparted

Lastly, to the Almighty God, who gave the researchers heavenly

Thank You Lord for all these blessings;

Ma. Edlynn S. Ofalsa

Marie Jasmine Bearl A. Basco

Carl Vincent B. Pedellaga

METRO MANILA COLLEGE

METRO MANILA COLLEGE

Approval Sheet ................................................................ii

The Problem and Its Background………………………1

Review of Related Literature and Studies……………5

METRO MANILA COLLEGE

Statement of the Problem…………………………………35

Significance of the Study……………………………………37

Scope and Delimitation of the Study……………………39

Construction and Validation of Instrument ………46

Administration and Retrieval of the Instrument…47

Statistical Treatment of Data……………………………48

METRO MANILA COLLEGE

Table 1: Profile of the Respondents……………………………52

Table 2: Sex of the Respondents………………………………53

Table 3: Civil Status of the Respondents……………………54

Table 4: Highest Education Attainment

Table 5: Subject Specialization of

Table 6: Teaching Experience of the

Table 7: Online Teaching Experience

Table 8: Respondents as Passers of LET……………………59

Table 9: Respondents‟ Number of Online

Table 10: Level of Preparedness in Area

Table 11: Level of Preparedness in Area

Table 12: Level of Preparedness in Area

METRO MANILA COLLEGE

Table 13: Level of Preparedness in Area

Table 14: Level of Preparedness in Area

Table 15: Extent of Utilization of the Respondents

Statement of the Problem……………………………………81

METRO MANILA COLLEGE

As the global pandemic affects the institution of education,

teachers along with the students struggle to go back to normal. For

them to continue giving education to students, teachers were left with

an option of migrating into flexible way of learning. Eventually,

Department of Education (DepEd) introduced the two mode of