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Preprint Not Peer Reviewed: I M R J
Preprint Not Peer Reviewed: I M R J
, 2020
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SECONDARY TEACHERS' PREPARATION, CHALLENGES, AND
COPING MECHANISM IN THE PRE-IMPLEMENTATION OF
DISTANCE LEARNING IN THE NEW NORMAL
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JENNILOU A. DE VILLA1, FRANZ KEVIN B. MANALO2
1
https://orcid.org/0000-0001-6008-1293; 2https://orcid.org/0000-0002-7113-9494
1
jennilou.devilla@deped.gov.ph; 2franzkevin.manalo@deped.gov.ph
1,2
Department of Education, San Pablo City Science Integrated High School
Division of San Pablo City, Philippines
1
Laguna State Polytechnic University, San Pablo City Campus, Philippines
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2
Philippine Normal University, Manila, Philippines
ABSTRACT
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COVID-19 pandemic has resulted drastic changes in education. Part of it is the shift from face-to-
face classes to different learning modalities which include distance learning. Since education is
believed to continue despite the circumstances, teachers started to prepare for modular and online
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distance learning. Teaching is possible, but, has challenges as well. Hence, this phenomenological
research explored the lived experiences of secondary teachers in the Division of San Pablo City in
the pre-implementation of distance learning in the new normal. The participants were selected
through purposive sampling and underwent one-on-one actual in-depth interview through video
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conference. The documented interviews were transcribed and coded. Categories were clustered;
then, emerging themes were derived. Results identified three core themes related to preparation
such as gathering resources and establishing practices, profiling learners, and capacity building for
continuous learning and development; three core themes related to challenges such as complexity
of assessment, difficulty in instructional delivery and digital divide; and five core themes related to
coping mechanisms which include positive well-being, time management, openness to change,
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peer mentoring, and collaboration. Findings revealed that as education migrates to a New Normal,
teachers make necessary preparations to equip themselves with distance learning. Though they
face challenges which may hamper their work, they still manage to cope with the new normal to
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continue their tasks. The higher offices and school authorities should work with teachers at the pre-
implementation of distance learning to address their needs in resources and training to effectively
facilitate the delivery of quality education for students.
INTRODUCTION
One of the emerging global emergencies (WHO) declared that COVID-19 is already a
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in public health is the COVID-19 pandemic pandemic, the Philippines was placed in a state
caused by a Novel Coronavirus SARS-COV-2. of calamity under the Presidential Proclamation
The fight against its threats has received No. 929 s. 2020. Suspension and temporary
massive global attention on how to eradicate the closing of companies, enterprises and business
continual increase of growing infections (Guo, et operations has taken effect. Movement of
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al., 2020). As the World Health Organization people, goods, and services within and across
This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
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municipal boundaries was also restricted. The package of education interventions that will
WHO has recommended different measures respond to basic education challenges brought
such as social distancing, wearing of face about by COVID-19 (DepEd Order No. 12,
masks, handwashing, self-isolation, and 2020). And so, to protect the health, safety, and
improved health care system to control the well-being of learners, teachers, and personnel,
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spread of infection and lessen the death rate and prevent the further transmission of COVID-
(WHO, 2020). 19, the department will implement the
Education sector is one of the most alternative learning delivery modalities such as
affected fields brought about by COVID-19 modular, television-based, radio-based
pandemic. Schools have become the most instruction, blended, and online while face-to-
vulnerable to safety and security. Health face classes still prohibited due to the public
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concerns of school personnel, students, health situation. As to the curriculum offering,
parents, and other stakeholders are at stake; the learning competencies have been
thus, temporary closure of schools was enforced decongested to focus only on the most essential
to contain the spread of the virus and reduce learning competencies (MELC) which are
infections (UNESCO, 2020). Community aligned to the achievement of 21st century skills
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lockdown and quarantine led work from home such as critical thinking, collaboration,
among teachers and study from home among communication, and creativity.
students through online distance learning Consequently, instructional delivery is
(Crawford, et al., 2020). Other schools cut their
classes short than expected, which causes
serious disruption to more educational
opportunities. The opening of cases for the next
er shifted into a different undertaking in the
teaching and learning process. Subject matter
has been taught in different ways such as
inquiry, hands-on learning, social interaction,
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academic year was delayed, giving more time to and constructivism. However, such pedagogies
schools to prepare continuity plans and manage seem difficult to implement in a distance
alternative learning modalities. Teaching and learning, and teachers do not feel adequately
learning which mainly happens inside the able and prepared to teach the subject remotely
classroom becomes the most susceptible to (Lichoro, 2015). Teachers who are new to
disturbance, so education leaders decided to distance learning may feel unprepared to
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cope with and adopt the New Normal education. facilitate teaching, thus, need support as to
Globally, many schools have already technical, pedagogical, and time management
replaced traditional classroom setups with (Dyment, 2013). Instruction heavily relies on
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innovative flexible learning strategies since technology leaving the teachers not fully
these are found to improve students’ learning prepared and lack of competence (Nilson &
outcomes (Kim, 2020). The Philippines’ Goodson, 2018). In this regard, digital literacy
education system, particularly in the basic gains recognition as the key tool for lifelong
education, faces challenges related to learning learning and valuable ability for Industry 4.0.
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delivery modalities. It is eyed that marginalized However, it has still its downside due to high
learners are expected to have less access to costs and maintenance, accessibility to online
resources causing social disadvantage and platforms and resources, and incompetence to
digital divide. Thus, flexible learning has been its use.
subjected to further evaluations and debates in Thus, this study was conducted to
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terms of inclusivity and equity in educational explore the secondary teachers’ lived
opportunities. experiences in the pre-implementation of
Education shall continue despite the distance learning in the New Normal.
situation so the Department of Education Furthermore, it attempted to investigate the
(DepEd) has implemented its Basic Education teachers’ preparation, challenges, and coping
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
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OBJECTIVES OF THE STUDY 1.1 Gathering resources and establishing
practices
This study was conducted to explore the
secondary teachers’ lived experiences in the
Most of the participants believed that
pre-implementation of distance learning in the
preparing the devices and tools for teaching in
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New Normal. Specifically, it attempted to (1)
the new normal is important. Effective command
determine the preparation of teachers in the new
in distance learning requires a range of
normal education; (2) determine the challenges
equipment which include computers, laptops,
they encounter as they prepare for distance
webcams, and internet modem (Brown, 2020).
learning; and (3) determine their coping
However, not all participants have complete
mechanism to address those challenges. Their
devices to facilitate teaching in distance
lived experiences from those objectives were
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learning. Generally, the common devices and
described using the emerging themes.
tools that the participants are preparing limits
METHODOLOGY only to laptop, desktop, and pocket WIFI. In the
current situation, electronic means and digital
This study made use of descriptive tools are considered essential to keep the
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phenomenological approach as its research constant communication among students and
design which focused on investigating the lived teachers, distribute educational materials, and
experiences of secondary teachers in the pre- access online platforms (Sadeghi, 2019).
implementation of distance learning in the new
normal. The participants of the study were ten
secondary teachers from the public secondary
schools in the Division of San Pablo City, who
er “Preparing the tools and devices needed for
online teaching and learning such as internet
connection, laptop, and hard drive is a must”
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were chosen through purposive sampling. An (P1).
interview was scheduled based on the
participants’ availability and convenience. The “In terms of technology tools and online
resources, fortunately, I have my laptop and
actual one-on-one, in-depth interview at an other gadgets to support my online teaching.
average of 30 minutes took place through Zoom These basics things are necessity in this
video communications. Questions were open- situation” (P9).
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the experienced phenomenon. These were the 2020). Therefore, the participants reframe
basis in the conduct of warm analysis in which contextualization to fit in the context of the
the data were clustered and categorized. current modality. At this time of pandemic where
Emerging themes were derived from the learners will learn remotely, teachers should
highlighted terms. contextualize learning based on the adversity of
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
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mastered in the delivery of online teaching and “I might consider the integration of online
learning” (P2). learning platforms like Google Classroom. I
watch video tutorials to learn that. Reviewing
1.2 Profiling learners the MELCs, constructing LEs and crafting
activities, and exploring online learning
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A sole participant shared that preparation is platforms helps me a lot to gain sufficient
knowledge to continue my work” (P2).
not limited only to single type of online tool, but
rather, a variety of selection to choose from to “I watch videos of some common
cater the needs of learners. Teachers shall learning platforms in which students have
address the different needs of the learners; thus, access too. Our survey showed that most of
it is important to know them by having them are only familiar with Facebook, Zoom,
assessment of their needs and determining their and Messenger. So, I send them videos on
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demographic profiles such as age, location, how to use other learning platforms” (P5).
socioeconomic status, and parents’ employment
status and educational background. Profile “Webinars guide us [on] how to make
serves as valuable tool for effective planning. learning resources and materials possible
and how we can adjust to this so-called new
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Understanding students’ demographics and
normal” (P10).
background can assist teachers to make helpful
decisions on the applicability and 2.Challenges encountered during
appropriateness of online programs (Colorado &
Eberle, 2010).
allows to widen their knowledge and develop trustworthiness of students’ responses may also
useful skills as they design their instructional become an issue as distance learning cannot
plans. Continuous learning provides growth and provide real-time guidance of teacher-facilitator
development of teachers as professionals, when giving examinations and making outputs.
making them ready and prepared in embracing Giving personalized feedbacks for students’
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changes in the teaching landscape. Teachers individual work and formative tests is also
play a significant role in improving the quality of relevant as it helps in directing students’
education; hence, capacity building of teachers learning, but this seems difficult especially for
must receive top priority (Aslam, 2014). teachers with roughly 300 students in 6 classes.
Summative examinations become prone also to
Pr
This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
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cheating and plagiarism which defeat the stimulate their curiosity. Most teachers claimed
purpose of quality evaluation (Laghigna, 2020). that blending the teaching strategy with distance
learning modality should be established. Factors
“It seems difficult to evaluate students’ should be considered such as appropriateness,
works and assess their learning especially in adequacy, and availability of resources.
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ensuring honest and valid works” (P3). Technology supports and connects the two ends
“It will be totally different compared to between strategy and modality; however, it
face-to-face classes where I can easily direct should not overpower the design and delivery of
instruction. I am expecting further distractions
the lessons. Rather, teachers shall take
and other challenges in assessment due to
unavailability of students’ resources at home” advantage of technology but not neglect the
(P9) learning design.
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2.2 Difficulty in instructional delivery “For the new normal, focusing on
student-centered activities using inquiry-
based learning is difficult to implement in
Instructional delivery adds up to the major
distance learning. I cannot guide the
concerns as participants said that they have students in their undertaking.” (P3).
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only limited knowledge and skills when it comes
to ICT. This is rooted in the absence of relevant “It is very challenging for me to look for
trainings on distance learning. The Department
of Education said that only around 40 percent of
the 800,000 teachers nationwide were trained
for distance learning through the Information
er the activities to be given among students
where they can apply learning by doing.”
(P7).
how about the other 60 percent?” Tolentino said different classes consisted of many learners
(Bordey, 2020). (Pappas, 2015). Since students work remotely,
teachers will prepare lessons that fit their needs.
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“We have conducted a learning modality Some lessons require collaboration, while some
survey and it revealed a low preparedness in need in-depth interaction which seem a
digital literacy among teachers” (P5). challenge in remote learning. Also, it is even
worse for struggling students who need further
“I only have limited knowledge and skills support and assistance. Differentiating lessons
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in using online learning tools and require materials and resources to enrich the
manipulating devices” (P4). understanding of concepts, yet learners’ home
cannot sustain such for every facet of learning.
Teachers heralded that putting up the
most appropriate pedagogy to support the “In designing learning, I have to ensure that
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
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the students. We, teachers, must be geographic sites adds up also to the situation
responsive and adaptive” (P10) which is out of teachers’ control. Teachers are
not exception by the lagging internet connection
2.3 Digital Divide which would miss out essential discussions
when the internet freezes during synchronous
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ICT is a key factor in online distance classes (Alvarez, 2020). The success of any
learning. In a modern digital world, ICT is not just online distance learning modality heavily relies
an option, but a rule (Cosmas & Mbwette, 2009). on internet connection because a failure can
One participant mentioned that financial detract the entire online learning experience.
constraint hampers the preparation for online
distance learning. There are required “The stability of internet connection is a big
specifications of mobile phones, laptops, challenge for me. Personally, I experience lags
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desktops, and other gadgets. And so, the during video conferences and when navigating
upgrade entails finances. Teachers do not have the world wide web” (P1).
the most appropriate devices to run an online “Constant communication between us,
distance learning since there is no provision for teachers and learners has become a challenge
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additional budget. Instruction-related challenge unlike in physical classroom where we can talk to
in online distance learning is rooted in financial them. Since there are internet connectivity
issues, it might affect talking to them and asking
difficulties. This hinders an effective and their how abouts” (P5).
balanced teaching and learning system
(Musingafi, Mapuranga, Chiwanza, & Zebron,
2015). The current situation of the learners is not
different since not all have access to online tools
er “One of my problems is the internet
connectivity. I only have prepaid WIFI and I
am unsure of its performance especially in
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and platforms. Financing distance learning the actual teaching” (P6).
poses a problem in any developing countries
like the Philippines (Rashid & Muhammad, The participants found difficulty to
2012). The costs are not within the budget navigate digital tools and online platforms. They
capacity of an average Filipino family. Though are still on the early stages to familiarize
there are low prices offering, but sustainability themselves with the use of technology. ICT is
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online learning materials since we are also and accessibility have been critical ingredients
considering the capacity of our students”
to effectively blend ICT into the teaching and
(P5).
learning process (Habibu, Al Mamun, &
Clement, 2012). Acquiring the latest devices
Stable and fast internet connection
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
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“It requires effort and time to understand time efficiently. Also, taking advantage of tools
and be equipped with needed skills in the and technology to be used in performing works
new normal. My heart goes to the older like submission of outputs, computation of
teachers who are not technology-oriented scores, checking of written works and delivery of
and still used traditional way of teaching. It
instruction provides comfort and convenience
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would be harder for them to cope up with this
kind of education” (P9). (Raines, 2011).
3. Coping mechanisms to address the “Even there are a lot of things to do, I
challenges still do my best to accomplish those things
on time. I give more than enough time to
work with the learning materials even late at
3.1 Positive well-being night. Time management is very important”
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(P7).
The participants’ positive well-being
contributes to addressing the challenges of the 3.3 Openness to change
new normal education. Encouraging outlook,
self-confidence gained from encouragement
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Nothing in this world is constant. Being
and motivation, healthy lifestyle, and stress flexible and adaptive to changes allows us to
reduction allows them to continue performing survive and still succeed. One participant
their duties and responsibilities despite the
challenges of these trying times. When teachers
create a positive environment and well-being
among themselves, it could foster improved
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mentioned that teachers are engaged in never-
ending learning, thus, we should be open to
learn new things which would help us grow.
Flexibility and adaptability are important
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academic performance and promote social and qualities that every teacher must acquire.
emotional progress among students even Effective teachers can adjust, change, and
outside the classroom (Loveless, 2020). modify teaching methodologies depending on
the students’ needs, availability of resources,
“Boosting self-confidence by and context of environment. They value
encouraging each other” (P4).
students’ achievement, rather than rigid
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“Well, the only thing I have in mind now techniques as to the technology tools and
is positivity. I still believe that above all of online resources are involved” (P9).
these things we are experiencing right now,
there will always be ways to educate the “We, teachers, are very adaptive to the
learners holistically” (P9). changing teaching-learning process because
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
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strong support system in holistic well-being and “We ask assistance from our barangays in
development of educators. As teachers putting computer stations as hubs to gather
embrace change, peer mentoring allows them to the digitized materials and putting up boxes
build confidence and nurture competence in the for distribution and retrieval of printed
new normal. Teachers value the support gained modules” (P5).
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from one another as a beneficial way to stay
“We seek help from external stakeholders
connected. And when they feel appreciated and for the other things we need that our schools
respected, they will render quality service cannot provide. This act of partnership is a
through valuable teaching (Linton, 2017). good avenue for better understanding and
responsibility” (P10).
“Seeking help from my co-teachers since
we are dealing with the same pressure in
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CONCLUSIONS
making good outputs. I ask help from my
colleagues in studying different computer
This phenomenological research aimed to
applications and gathering online resources
and references” (P3). explore the lived experiences of secondary
teachers in the pre-implementation of distance
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“I ask assistance from those who are learning in the new normal. Emerging themes
experts in using technology so I will be more were derived related to preparation, challenges,
acquainted in integrating it into my lessons” and coping mechanisms. Based on the findings,
(P7).
3.5 Collaboration
er the following conclusions were hereby drawn:
Joint Implementing Guidelines on the 2020 equip themselves with sufficient knowledge and
Brigada Eskwela and Oplan Balik Eswela skills, attending the needs and understanding
Relative to the COVID-19 Situation, and Adopt- the status of learners, and acquiring relevant
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a-School program under the Republic Act No. materials and resources.
8525, the school strengthens partnership to 2. Three core themes related to challenges
support Basic Education Learning Continuity were identified. These include the complexity of
Plan (BE-LCP). Collaboration is a key tool to assessment, difficulty in instructional delivery
create a meaningful learning experience for all. due to lack of training, selecting the appropriate
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Parents understand the needs of their children, pedagogy, and differentiated instruction, and
thus making them more engaged in extending digital divide brought by financial constraint and
help and support, and in return, teachers ICT incompetence. As teachers migrate to new
become more responsible in providing quality normal and prepare for distance learning, they
instruction among its learners. In this case, face challenges which may hinder the success
ep
This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
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positive well-being, time management, https://tribune.net.ph/index.php/2020/06/25/40-
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
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COPYRIGHTS
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19.pdf?sfvrsn=1ba62e57_10
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Technology at Laguna State Noncommercial 4.0 International License
Polytechnic University San (http://creative commons.org/licenses/by/4).
Pablo City Campus. She took
her Bachelor in Secondary
Education major in General Science at
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Philippine Normal University, Manila. She has
been a member of DepEd San Pablo City since
June 2018. At present, she is the Research
Coordinator, Monitoring and Evaluation (M&E)
Focal Person, and Continuous Improvement
Plan (CIP) Leader of Junior High School level at
er
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San Pablo City Science Integrated High School.
She actively engages herself in science
investigatory projects, action research, and
evaluation procedures.
Doctor of Philosophy in
Science Education at
Philippine Normal
University, Manila. He
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=3717608