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Chapter I

INTRODUCTION

This chapter presents the background and rationale of the study,

general and specific statements of the problem, hypotheses of the study,

and theoretical and conceptual frameworks. Further, this chapter also

includes the scope and delimitations of the study, significance of the study

and definition of terms used in the study categorized into conceptual and

operational definitions.

Background and Rationale of the Study

It is undeniable that higher education plays a vital role in shaping and

building a progressive nation. Higher education plays significant role in

preparing and providing leaders with the different spheres of life. There is a

saying that teaching is the noblest profession, also teacher is the pillar of

any institution, therefore the competence of every nation’s manpower

depends on the effectiveness and efficiency of a teacher. Achieving

quality education and producing a globally competitive individuals are

largely dependent on the performance of teachers. Thus, teachers must be

trained and developed so that they may perform their duties efficiently and

effectively.

Continuous professional development (CPD) is a phrase utilized to

explain all the intercessions in which teachers engage themselves during

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their careers. CPD includes all practices and programs which are needed

to impact the development of a teacher. The purpose of CPD is to

enhance the work performance of educators in the classroom and

increase learners’ academic achievement. Effective professional

development programs engage teachers in learning events which are

comparable to those they may employ not just with their pupils as well as

to their colleagues. There is a rising trend in considering schools as learning

organizations, which help teachers share their academic skills and

practices in an organized fashion (Bacchus & Grove, 1996).

Throughout the world, teacher education programs are designed for

providing educators with the certification and competencies required in

their professional careers (Rao, 2004). In-service training opportunities

deliberately created by the management of institutions ensure quality

instruction and retention of high-quality faculty (Ali, 2008). Highlighting the

significance of professional development, high-quality professional

development is a central component in nearly every modern proposal for

improving education (Guskey, 2002). Likewise, the goal of educational

reforms can only be achieved by ensuring that teachers are equipped with

subject matter knowledge and an evidence-and-standards-based

repertoire of pedagogical skills (Seyoum, 2011). Given the key importance

of professional development programs for the successful realization of any

educational transformation, the quality of learning activities for school staff

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is a major issue in both policy discussion and educational research (Wilson

& Berne, 1999).

Public education in the United States of America has been a service

for citizens since the early 1800s. Beginning in the 1980s the public

education system has been challenged to reform the delivery of

educational services, redefine who receives educational services, and

strengthen the content being taught within the classroom. In 1983 the

National Commission on Excellence in Education published a report, A

Nation at Risk, which pinpointed the public education system’s

substandard delivery of educational services as a potential risk to national

security (DuFour & Eaker, 1998). Research was conducted and a report that

contradicted A Nation at Risk was drafted by the Department of Energy’s

Sandia National Laboratories in 1991. The Sandia National Laboratories

discovered that there were improving trends within the public school

system. The final report known as the Sandia Report was never released to

the public until an article was made available in the Journal of Educational

Research in 1993. Pressure to suppress the findings led the country to

continue to focus on educational reform (Stedman, 1994). President Bill

Clinton signed into law the Goals 2000: Educate America Act on March 31,

1994. As a cornerstone for educational reform and restructuring, Goals 2000

presented challenges for the public education system and set the year

2000 as the goal for completion. This federal legislation addressed

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numerous facets of public educational services including preschool, adult

literacy, parental involvement, and safer schools. One area that began to

emerge as a focal point for educational reform efforts was teacher 13

professional growth. Professional development opportunities should allow

teachers to experience continual development in instructional skills and

knowledge (DuFour & Eaker, 1998; Fine, 2011; Goals, 2000).

To add up in educational context, the European Union as cited in

Newman (2013) lectured that within educational institutions, teaching

professionals are the most important determinants of how learners will

perform; and it is what teachers know, do and care about that matters. It

could be deduced from the European Union’s assertion that the

indispensability of the human capital (staff) of the colleges of education

(CoEs) cannot be overemphasized in the governance structure. A regular

investment of time in learning and development should be seen as an

essential part of professional life, not an optional extra, with learning an

integral part of work (Owusu, 2011). However, no matter how well qualified

or successful the professional may be, further development is always

necessary.

On the other hand, In the Philippines, principals encourage teachers

to participate in the traditional and most common approach to

professional development such as conferences, seminars, workshops, and

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training. Despite documented benefits of these traditional approaches to

teacher professional development, recent studies show that many

teachers find them insufficient, inconsistent, and sometimes they do not

necessarily address teachers’ classroom needs (Balbalin, 2017).

Furthermore, the Australian Educational Researcher Journal reported

in 2007 that the Philippines was lagging other countries when it came to

basic education (Orleans, 2007). The Philippines ranked almost at the

bottom of the list of seventeen (17) nations that took part in large-scale

evaluation of educational achievement Orleans, 2007). The reason behind

this poor student achievement, as Orleans (2007) argues, is accounted for

by factors outside and inside the classroom. When it comes to factors inside

the classroom, he points out that teacher quality most affects student

performance. Improving teaching quality has always been one of the

major challenges of the Philippine education system. Although efforts such

as providing sufficient school infrastructure such as buildings and

classrooms has been made to achieve quality education (Department of

Education, 2014), the availability of resources to help teachers improve their

performance is still considered poor.

At present, we are experiencing a sudden shift in our educational

system right now, the pandemic has left a profound impact that hampers

our educational maneuvers, therefore there is a need for the teachers to

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develop and expand more their horizon for them to meet the demand of

the new normal teaching.

As educators gear with the “new normal” set-up in this Covid-19

pandemic, this is the appropriate time to use the discomfort to forge a new

paradigm. This is now the time for schools to ensure that teachers do not

just translate what they do inside the classroom into their online teachings.

Teacher-driven discussions and lengthy lectures are no longer norms in this

situation. In online learning, students are almost always divided on their

focus—that of their classes and their attention to different factors. Teachers

should innovate and improve digital skills to teach online by tapping

legitimate online tools and resources. By being not only an issuer of

educational content but a master curator of learning resources, teachers

are designing efficient and effective synchronous and asynchronous

learning activities for continuous engagement of students (Gamiao, 2020).

Besides digital skills, another skill that a teacher needs to master is

communication. Communication skills involve listening and speaking as

well as reading and writing. For effective teaching a teacher needs to be

highly skilled in all these areas. Teacher with good communication always

make the things easier and understandable (Freddie Silver).

In all aspects management plays an important role in achieving

better work-life balance. It helps us achieve our goals in life. When we have
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skills in management, we know how to plan and organize effectively and

there will be no conflict that may arise because things will go smoothly and

as planned. With the situation that the teacher is experiencing right now,

with the adjustments that they need to cater, file management is very

important for them to put everything in place and deliver the need of the

students with quality (Quail, 2022).

Lastly, the Professional Regulation Commission implemented the R.A.

10912, also known as CPD Law of 2016, which is an act mandating and

strengthening the continuing professional development for all regulated

professions and that included teachers. Therefore, teachers are forced to

take CPD units for them to renew their license.

For these reasons, the researcher was encouraged to investigate the

level of continuous professional development and the degree of the new

normal teaching strategies of the teachers to determine a clearer

representation regarding the topic which play vital role in the effectiveness

of the teachers in the teaching and learning process especially in the new

normal education in the Province of Capiz.

Statement of the Problem

The main objective of this study was to investigate the level of

continuous professional development engagement and degree of new

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normal teaching strategies of Public Senior High School Teachers in the

Province of Capiz.

Specifically, this study sought to answer the following questions:

1. What is the level of continuous professional development of public

senior high school teachers in the province of Capiz as a whole

and in terms of formal and non-formal continuous professional

development programs?

2. What is the degree of new normal teaching strategies of the

respondents as a whole and in terms of communication, file

management, and digital skills?

3. Is there a significant difference in the level of continuous

professional development engagement of public senior high

school teachers in the province of Capiz when grouped

according to their socio-demographic profile?

4. Is there a significant difference in the degree of new normal

teaching strategies of public senior high school teachers in the

province of Capiz when grouped according to their socio-

demographic profile?

5. Is there a significant relationship between the level of continuous

professional development engagement and the degree of new

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normal teaching strategies among the public senior high school

teachers in the Province of Capiz?

Hypotheses of the Study

Based on the aforementioned specific problems, the following null

hypothesis were drawn:

1. There is no significant difference in the level of continuous

professional development engagement of public senior high

school teachers in the province of Capiz when grouped

according to their socio-demographic profile.

2. There is no significant difference in the degree of new normal

teaching strategies of public senior high school teachers in the

province of Capiz when grouped according to their socio-

demographic profile.

3. There is no significant relationship between the level of continuous

professional development engagement and the degree of new

normal teaching strategies among the public senior high school

teachers in the Province of Capiz.

Theoretical Framework

This study was anchored on Bruner’s theory of Constructivism (1960).

Constructivism is an approach to learning that holds that people actively

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construct or make their own knowledge and that reality is determined by

the experiences of the learner (Elliott et al., 2000).

In elaborating constructivists’ ideas, Arends (1998) states that

constructivism believes in personal construction of meaning by the learner

through experience, and that meaning is influenced by the interaction of

prior knowledge and new events.

Constructivism's central idea is that human learning is constructed,

that learners build new knowledge upon the foundation of previous

learning. This prior knowledge influences what new or modified knowledge

an individual will construct from new learning experiences (Phillips, 1995).

Furthermore, constructivism is an approach to teaching and learning

based on the premise that cognition (learning) is the result of "mental

construction." In other words, students learn by fitting new information

together with what they already know. Constructivists believe that learning

is affected by the context in which an idea is taught as well as by students'

beliefs and attitudes. Constructivism is a learning theory found in

psychology which explains how people might acquire knowledge and

learn. It therefore has direct application to education. The theory suggests

that humans construct knowledge and meaning from their experiences.

Driscoll (2000) explains that constructivist theory asserts that knowledge can

only exist within the human mind, and that it does not have to match any
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real-world reality. Learners will be constantly trying to derive their own

personal mental model of the real world from their perceptions of that

world. As they perceive each new experience, learners will continually

update their own mental models to reflect the new information, and will,

therefore, construct their own interpretation of reality. According to

Jonassen (1994), constructivism is also often misconstrued as a learning

theory that compels students to "reinvent the wheel." In fact, constructivism

taps into and triggers the student's innate curiosity about the world and how

things work. Students do not reinvent the wheel but, rather, attempt to

understand how it turns, how it functions. They become engaged by

applying their existing knowledge and real-world experience, learning to

hypothesize, testing their theories, and ultimately drawing conclusions from

their findings.

This theory is determined as the framework for this study since it

appropriately direct a correlation of continuous professional development

to teaching strategies, which are the main variables of this research work in

the new normal.

Conceptual Framework

The framework of this study conceptualizes the relationship among

the independent and dependent variables of the study which has been

described, differentiated, and correlated.

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The independent variable of this study is the socio-demographic

profiles of the respondents which are composed of six characteristics such

as, age, sex, specialization, length of service, educational attainment, and

academic rank.

On the other hand, the dependent variables of this study are

classified into two which are the continuous professional development

engagement and the new normal teaching strategies of Public Senior High

School Teachers in the Province of Capiz. The dependent variable

continuous professional development engagement was measured in terms

of formal and non-formal continuous professional development programs;

while the new normal teaching strategies was measured in terms of

communication, file management and digital skills.

INDEPENDENT VARIABLE DEPENDENT VARIABLES

SOCIO-DEMOGRAPHIC CONTINUOUS PROFESSIONAL

PROFILE DEVELOPMENT ENGAGEMENT
• Formal
• Age • Non-formal
• Sex
• Specialization
• Length of Service
• Educational attainment NEW NORMAL TEACHING
• Academic Rank STRATEGIES
• Communication
• File Management
• Digital Skills

Figure 1. Schematic diagram showing the framework of the study

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Figure 1 outlines how all variables of the study both dependent and

independent variables were described. At the same time, the schematic

diagram showed the differences on the components of every dependent

variable (i.e., formal continuous professional development, non-formal

continuous professional development, communication, file management

skill, and digital skill) will be determined using components of the

independent variable (i.e., age, sex, specialization, length of service,

educational attainment, and academic rank), hence line connections

among boxes of the variables. The two-directional arrow between the two

dependent variables would show how is the correlation of the said

variables to each other.

Scope and Delimitations of the Study

The focus of this qualitative-quantitative study was to investigate the

relationship between the continuous professional development

engagement and new normal teaching strategies of Public Senior High

School Teachers in the Province of Capiz for Academic year 2021-2022.

This study covered a random sample of 258 respondents from a

population of 706 Public Senior High School Teachers in the province of

Capiz using the sample size formula by Slovin and the proportional

allocation formula by Pagoso (1987).

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The independent variables included sex, age, specialization, length

of service, educational attainment, and academic rank of the

respondents. The dependent variables are the continuous professional

development engagement of the respondents which were classified into

formal and non-formal continuous professional development and the new

normal teaching strategies of the teachers which were specified into

communication, file management and digital skills.

The data gathering instrument used in this study was a self-made

questionnaire which had undergone proper validation and reliability test.

The questionnaire was composed of three parts. Part I sought to elicit

information about the socio-demographic profile of the respondents. Part

II elicited information about the continuous professional development of

the teachers. Part III is the new normal teaching strategies of the

respondents.

Descriptive-correlational design was used in this study to determine

the relationship between the continuous professional development

engagement of the respondents in terms of formal and non-formal

continuous professional development and the new normal teaching

strategies of the teachers in terms of communication, file management

and digital skills.

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The statements on the survey questionnaire might not addressed or

catered the full range of continuous professional development

engagement and new normal teaching strategies.

Significance of the Study

School administrators. The result of this study may be used by the

school administrators in determining appropriate support for the faculty to

enhance their knowledge and skills through undergoing continuous

professional development. Through this, school administrator may gauge

what programs or systems may be implemented in order to improve

continuous professional development and teaching strategies of the

teachers through their faculty development program.

Teachers. The result of this study may be of great help to offer

teachers a clearer picture on the benefits they can get in engaging their

selves in continuous professional development and develop their selves in

the most possible way. Further, this study will serve as their guide in

improving their knowledge and capacities. Knowing the relationship of

continuous professional development and the new normal teaching

strategies will give teachers ideas on what to do in order for them to be

effective and efficient.

Students. The findings of this study may provide student the quality

education. Findings of this study will be beneficial for the students because
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they are the center of the teaching and learning process. Hence knowing

the result recommendations will be given, hence benefits will not just be

deployed to the teachers but to the students as well.

Future researchers. Future researchers may use the findings of this

study baseline information to enrich their research related to continuous

professional development and new normal teaching strategies. Further, this

may provide them opportunities to conduct in depth studies about

continuous professional development of teachers using other variables not

used in this study or even in other profession.

Definition of Terms

Terms involved in this study are defined conceptually and

operationally by the researcher to provide clearer and better

understanding for the readers.

Academic rank. Academic rank (also scientific rank) is the rank of a

scientist or teacher in a college, high school, university, or research

establishment. The academic ranks indicate relative importance and

power of individuals in academia (Collins, 2021). In this study, it refers to the

positions of the teachers according to salary grade in school such as

Teacher 1-3, Special Science Teacher 1-5, Head Teachers 1-6 and Master

Teacher 1-2. It is one of the components of the respondents’ socio-

demographic profile.
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Communication. Communication is the process of bilateral

informational exchange, leading to mutual understanding. If mutual

understanding is not attained, the communication is not successful (Panda,

2021). In this study, communication is one of the skills which the respondents

use during teaching-learning process. It is one of the components of the

respondents’ new normal teaching strategies.

Digital Skills. Digital skills involve the knowledge and ability to

determine information needs from digital technology sources, and to

appropriately use digital tools and facilities to input, access, organize,

integrate, and assess digital resources as well as to construct new

knowledge, create media expressions and communicate with others

(Chinien & Bautin, 2021). In this study, it refers to the 21st century skill of the

respondents that takes place using innovative tools like computers and

different software and online platforms like Microsoft offices and social

media accounts. It is one of the variables in the new normal teaching

strategies manifested by the teacher-respondents.

Continuous Professional Development Engagement. It the term used

to describe the learning activities professionals engage in to develop and

enhance their abilities (Comalie, 2020). In this study, it refers to the

engagement of the respondents in the different professional development

to continue/strengthen or learn new knowledge and skills.

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Educational Attainment. Educational attainment refers to the highest

level of formal education completed by the members of a population.

Because national systems of education differ greatly from one another, the

measurement of educational attainment is typically restricted to education

completed in the country where the education was received (Siegel &

Swanson, 2004). In this study, it refers to the highest academic degree

obtained by the respondents.

File management. The process of naming, storing, and retrieving

these files in an organized way (Corel, 2021). In this study, it refers to the

ability demonstrated by the respondents in organizing and storing their files.

Formal. Formal refers to very correct and serious rather than relaxed

and friendly, and is used especially in official situations (Collins, 2021). In this

study, it refers to one of the classifications of the dependent variable-

continuous professional development engagement of the teacher-

respondents. It refers to the formal programs given or taken by the teacher

to undergo professional development.

Length of service. It refers to the length and time a person has worked

at a company or has belonged to an organization; longevity in a position;

duration of service or employment (Garner, 2013). In this study, it refers to

the number of years that the respondents have been connected to the

institution as faculty member.

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New normal strategies. It refers to the effective teaching strategies

in the new normal education which we can apply in teaching (Gopez,

2020). In this study, it refers to the teaching strategies of the teachers used

or applied in the new normal setting of the teaching and learning process.

Non-formal. It refers to the learning that has been acquired in

addition or alternatively to formal learning. In some cases, it is also

structured according to educational and training arrangements, but more

flexible. It usually takes place in community-based settings, the workplace

and through the activities of civil society organizations (Malta, 2020). In this

study, it is one of the classifications of the dependent variable-continuous

professional development engagement of the teacher-respondents. It

refers to the non-formal or self-phased programs taken by the teacher to

develop their professional skills.

Socio – demographic. It refers to data that are collected and made

available periodically in an aggregate form. Examples of such data include

population, age distribution, education level distribution, and

unemployment rate (Kweon, 2011). In this study, it refers to the socio-

economic profile of the respondents such as age, sex, specialization,

educational attainment, length of service and academic rank of the

respondents. These are considered as the independent variables of the

study.
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Specialization. It refers to a course of study or major at an academic

institution or may refer to the field in which a specialist practice. In the case

of an educator, academic specialization pertains to the subject that he

specializes in and teaches (Davis, 2021). In this study, it refers to the major

or specialized subject of the teacher respondent. It is the primary subject

being taught by the respondent.

Teaching Strategies. It refers to instructional strategies, are methods

that teachers use to deliver course material in ways that keep students

engaged and practicing different skill sets. An instructor may select

different teaching strategies according to unit topic, grade level, class size,

and classroom resources (Kathy, 2013). In this study, it refers to the

approach used by the teacher respondents in the new normal teaching

and learning process.

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Chapter II

REVIEW OF RELATED LITERATURE

This chapter discusses literatures and other studies related to

continuous professional development and new normal teaching strategies

of teachers. These related literature and studies are categorized into

foreign and local. It would include a summary and critical analysis on the

literatures included in this chapter. This chapter ends with synthesis.

Foreign Literature

Continuous professional development. Continuous professional

development (CPD) involves maintaining and enhancing the knowledge,

skills and experience related to your professional activities following

completion of your formal training. Just as importantly, it involves the

development of those personal qualities that are required for carrying out

professional and technical duties during a professional’s life. Both technical

and non-technical skills need to be developed (Kloosterman, 2014). Most

professions set requirements for on-going CPD for their licensed, registered,

or chartered professionals, so that they can demonstrate their current

competence in their chosen field. This applies to the engineering,

architectural, legal, medical, and accounting professions to name a few.

There are several methods for achieving CPD compliance. We’ll talk about

both topics in later posts.

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Furthermore, continuous professional development (CPD) is a lifelong

process in which professionals take responsibility for continuing to develop

their skills and knowledge. They do this through reflecting on their work and

developing and fulfilling learning objectives that will improve their practice

(Megginson and Whitaker, 2007). A basic assumption of CPD is that

individual professionals are responsible for and create their own program.

Where they are employed professionals, however, the organization in

which they work needs to become a ‘learning organization’ that facilitates

and supports its employees in achieving this (Gould and Baldwin, 2004).

Continuing professional development (CPD) is an important part of

teacher education. It helps the teachers to keep their professional

knowledge and skills updated. The new generations have a different

approach to learning than the previous generations. CPD helps the

teachers to learn new techniques in teaching students of this generation. It

helps the teachers to grow professionally, at the same time, improve their

classroom skills. Teachers who have been in the profession for many years

are usually reluctant to change their teaching styles. CPD will let them stay

in touch with the latest developments in the education sector and help

them to change their way of teaching (Hyatt, 2017).

Continued professional development (CPD) and learning are

important not only to you as a professional, but also to your organization.

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The ability to gather more information and different perspectives, and then

apply these to your overall business strategy can help you stay up to date

on any change or new development within your industry. For this reason, it

is crucial to have the readiness to learn new skills and adapt to new

changes at all times. Whether it be a new technological advancement or

adjusting to new leadership, the ability to adapt to new conditions is

imperative. While the basic concepts and theories within a given industry

have a tendency to remain the same, the modalities in which the ideas are

delivered change each day. In order to meet the challenges of your

professional role, CPD is a must (Orborn, 2018).

According to Charlotte (2021), education is a never-ending process.

It doesn’t stop after earning a degree and starting a career. Through

continuing education, career-minded individuals can constantly improve

their skills and become more proficient at their jobs. In the field of K-12

education administration, it is particularly important for school

administrators to encourage teachers to pursue professional development,

not only to ensure the best learning outcomes for their students but also to

be more effective and satisfied in various other aspects of their work.

Moreover, educational technology, school district guidelines and

curriculum standards are constantly changing, making it challenging for

teachers to keep up with trends and best practices in the field. Professional
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development transforms teachers into better and more apt educators by

enabling them to create relevant and tailored course instructions for

today’s students (Kennedy, 2019).

When educators discover new teaching strategies through

professional development, they can go back to the classroom and make

changes to their lecture styles and curricula to better suit the needs of their

students. However, these changes are hard to evaluate because they are

typically implemented gradually. Professional development for teachers

makes them more efficient in their presentations and course evaluations by

exposing educators to new delivery methods, evaluation styles and record-

keeping strategies (Summer, 2017).

Research by the U.S. Department of Education’s Institute of

Education Sciences (2019) concluded that student achievement can

improve by as much as 21 percentile points as a result of teachers’

participation in well-designed professional development programs.

Additionally, one study by Charlotte-Mecklenburg Schools found

that student performance on end-of-course tests in Algebra II, Biology,

Civics and Economics, Chemistry and Geometry was significantly higher for

those students taught by National Board-Certified Teachers than students

of teachers without National Board Certification.

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The ongoing or continuing professional development (CPD) of

teachers is crucial for organizational growth and school improvement. One

of the hallmarks of being identified as a professional is to continue to learn

throughout a career and the teachers' CPD is a key component of

developing children's learning and for the implementation of policy, be it

government or school policy (Earley, 2010).

Teacher professional learning is of increasing interest as a critical way

to support the increasingly complex skills students need to learn in order to

succeed in the 21st century. Sophisticated forms of teaching are needed

to develop student competencies such as deep mastery of challenging

content, critical thinking, complex problem solving, effective

communication and collaboration, and self-direction. In turn, effective

professional development (PD) is needed to help teachers learn and refine

the instructional strategies required to teach these skills (Hammond et al.,

2017).

In education setting, research has shown that teaching quality and

school leadership are the most important factors in raising student

achievement. For teachers and school and district leaders to be as

effective as possible, they continually expand their knowledge and skills to

implement the best educational practices. Educators learn to help students

learn at the highest levels (Mizell, 2010).

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Researchers long have recognized that teachers’ professional

development is essential to changing classroom practice, improving

schools, and ameliorating pupils’ learning outcomes (Borko, 2004).

To add up, Fullan (2007) posits that professional learning in context is

the only education that ultimately changes classroom practices. Moreover,

there is strong evidence that professional development is best when

embedded in the teachers’ specific subject areas (Darling-Hammond,

Chung, Andree, & Richardson, 2009). Meanwhile, schools with strong

teacher communities seem to have higher student achievement (Bryk et

al., 2015).

A study indicated that workshop had had personal value for

teachers: it had helped them improve their work lives, provided knowledge,

developed excellence and efficiency, and could contribute to a change

in existing teaching habits. They indicated that the workshop had

enhanced their critical thinking about their teaching methods, developed

competence and made them aware of whole school development. The

workshop was also valued as a tool to upgrade their knowledge, address

specific needs, and inspire them in their teaching practice (Kram, 2016).

Also, most teachers acknowledged the importance of CPD and felt

that the sacrifices they had made were worth it. The main problem

experienced was that the workshop had been presented during the school
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holidays. In South Africa, this often poses a problem. Teachers seem to feel

that they need the school holidays to recover from all their hard work during

the term, and do not want to attend CPD courses during the holidays.

Departments of Education will have to take note of teachers' views on

workshops during school holidays. Presenters of CPD also need to attend to

the importance of well-planned activities according to the indicated

principles to ensure that teachers are willing to attend and to show a

positive attitude towards CPD and the attendance of workshops. The

departments of Education should be advised to consider these principles

in their professional training programs (Lessing and Witt, 2007).

Another study found out that there are three aspects of the need

for CPD activities, namely personal development, scientific publications,

and innovative works. These three aspects have been realized quite well

overall. The highest percentage is in personal development activities

(training), while the lowest percentage is in scientific publications (research

publications). Teachers’ experience many obstacles in the implementation

of continuing professional development, such as school administration

was the main thing to do, the teacher's understanding of the procedures

for writing scientific papers was still low, writing scientific papers were

only needed when it was promoted and writing articles was needed when

the teacher was already in the fourth grade (Murwaningsih et al., 2020).
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In summary, CPD in education has always been complex,

nevertheless with the development of technologies it is increasingly

important for training and development to have an awareness of what

technology can offer teaching and learning. In short, SNS offer educators

a platform to collaborate with other professionals and be part of

conversations around enhancing their pedagogical practice. Although,

this does require teachers to be digitally competent before they can

embrace TEL in their CPD. Furthermore, Kennedy’s (2005) transformative

model of CPD is particularly relevant as part of this thesis when considering

processes involved. A key theme that arose from this wider study is that CPD

in TEL is underdeveloped. Initial findings report than just under a third of

teachers have received training or instruction on social media sites such as

YouTube despite 80% using in their professional practice. It is important to

note that, teachers’ technological skills do not always translate into the

effective use at a pedagogical level in secondary settings. Yet, much of

the CPD around technology tends to focus on improving technological

skills, thus is disconnected from ‘courses and how technology can be

effectively implemented into the classroom (Williams, 2020).

A study by Saleem (2021) concluded that continuous professional

development fulfilled the academic need of teachers and helped them

in gaining new information and skills and to conduct a formative evaluation

plan in their classroom. Also it was stated that continuous professional

 29

development motivated teachers to perform their job more effectively,

wherein teachers gained subject mastery with the help of continuous

professional development. Moreover, due to the continuous professional

development teaching skills of primary teachers improved and they also

learned effective use of A.V aids in their classroom. And lastly, the study

concluded that teachers improved their overall performance in their

classrooms.

New Normal Teaching Strategies. The global outbreak of the COVID-

19 pandemic has spread worldwide, affecting almost all countries and

territories. The outbreak was first identified in December 2019 in Wuhan,

China. The countries around the world cautioned the public to take

responsive care. The public care strategies have included handwashing,

wearing face masks, physical distancing, and avoiding mass gathering and

assemblies. Lockdown and staying home strategies have been put in place

as the needed action to flatten the curve and control the transmission of

the disease (Sintema, 2020).

Bhutan first declared closing of schools and institutions and reduction

of business hours during the second week of March 2020 (Kuensel, 2020).

The complete nationwide lockdown was implemented from 1 August 2020

(Palden, 2020). In between, movements were allowed, offices began

functioning, schools and college reopened for selected levels and

 30

continued with online class for others. More than 170,000 children in Bhutan

from classes PP–XII are, today, affected by the school closure. The impact

is far reaching and has affected learning during this academic year or even

more in the coming days. Several schools, colleges and universities have

discontinued face-to-face teaching. There is a pressing need to innovate

and implement alternative educational and assessment strategies. The

COVID-19 pandemic has provided us with an opportunity to pave the way

for introducing digital learning (Dhawan, 2020).

Research highlights certain dearth such as the weakness of online

teaching infrastructure, the limited exposure of teachers to online teaching,

the information gap, non-conducive environment for learning at home,

equity and academic excellence in terms of higher education. This article

evaluates the impact of the COVID-19 pandemic on teaching and learning

process across the world. The challenges and opportunities of online and

continuing education during the COVID-19 pandemic is summarized and

way forward suggested (Nam, 2020).

Lockdown and social distancing measures due to the COVID-19

pandemic have led to closures of schools, training institutes and higher

education facilities in most countries. There is a paradigm shift in the way

educators deliver quality education—through various online platforms. The

online learning, distance and continuing education have become a

 31

panacea for this unprecedented global pandemic, despite the challenges

posed to both educators and the learners. Transitioning from traditional

face-to-face learning to online learning can be an entirely different

experience for the learners and the educators, which they must adapt to

with little or no other alternatives available. The education system and the

educators have adopted “Education in Emergency” through various online

platforms and are compelled to adopt a system that they are not prepared

for (Smith, 2021).

E-learning tools have played a crucial role during this pandemic,

helping schools and universities facilitate student learning during the

closure of universities and schools (Subedi et al., 2020). While adapting to

the new changes, staff and student readiness needs to be gauged and

supported accordingly. The learners with a fixed mindset find it difficult to

adapt and adjust, whereas the learners with a growth mindset quickly

adapt to a new learning environment. There is no one-size-fits-all pedagogy

for online learning. There are a variety of subjects with varying needs.

Different subjects and age groups require different approaches to online

learning (Doucet et al., 2020). Online learning also allows physically

challenged students with more freedom to participate in learning in the

virtual environment, requiring limited movement (Basilaia & Kvavadze,

2020).
 32

As schools have been closed to cope with the global pandemic,

students, parents and educators around the globe have felt the

unexpected ripple effect of the COVID-19 pandemic. While governments,

frontline workers and health officials are doing their best slowing down the

outbreak, education systems are trying to continue imparting quality

education for all during these difficult times. Many students at home/living

space have undergone psychological and emotional distress and have

been unable to engage productively. The best practices for online

homeschooling are yet to be explored (Petrie, 2020).

The use of suitable and relevant pedagogy for online education may

depend on the expertise and exposure to information and

communications technology (ICT) for both educators and the learners.

Some of the online platforms used so far include unified communication

and collaboration platforms such as Microsoft Teams, Google Classroom,

Canvas and Blackboard, which allow the teachers to create educational

courses, training and skill development programs (Petrie, 2020). They

include options of workplace chat, video meeting and file storage that

keep classes organized and easy to work. They usually support the sharing

of a variety of content like Word, PDF, Excel file, audio, videos and many

more. These also allow the tracking of student learning and assessment by

using quizzes and the rubric-based assessment of submitted assignments.

 33

Covid-19 outbreak brings people all over the world to change their

methods from traditional to more technological way in teaching. It is

obvious that in traditional teaching, as what teachers conduct everyday

where they can accommodate face to face interaction directly to

students. Additionally, teachers can maximize the power of body

language, facial expressions, and teacher’s voice in order to make

students understand toward the materials explained. In the era of covid-19

outbreak nowadays, teachers seem cannot use those three elements in

clear and direct way because the whole elements in school would switch

to online platform. As a result, the teachers should slow down their

explanation in order to have meaningful teaching and learning process

where the students can understand and capture the points explained in

the online lesson (Bao, 2020).

Indonesian scholars and educators have been used to apply and

implement eLearning through internet access and system. In Indonesia, it

has begun in the midnineteenth about the late 70s and early 80s (Sulistyo,

2007). We have been emerging technology in the education society from

2010 to 2015 as the developing country and was ranked 9th highest growth

rate of technology users. Indonesian students love and profound

technology, including the usage of social media. According to the

research of the Cambridge Assesment International Education (2018)

shows that mostly Indonesian scholars have been literate ICT to support
 34

their readiness in facing the online education (Widyanti, 2020; Suwarsono,

2016; Hasanah et al., 2014).

Review on the use of e-learning have been explored by these

following authors like; Horspool & Lange (2012) said applying the

scholarship of teaching and learning: student perceptions, behaviours and

success online and face-to-face. Lameras et al. (2012) explained Blended

university teaching using virtual learning environments: conceptions and

approaches. Donlan (2014) mentioned Exploring the views of students on

the use of Facebook in university teaching and learning. Alwehaibi (2015)

elaborated the impact of using Youtube in EFL classroom on enhancing EFL

students' content learning. De Freitas et al. (2015) stated about will MOOCs

transform learning and teaching in higher education? Engagement and

course retention in online learning provision.

Analyzing subjects towards online learning have been declared by

Young (2006) stated that student views of effective online teaching in

higher education. Hege (2011) elaborated the online theology classroom:

strategies for engaging a community of distance learners in a hybrid model

of online education. Cowan (2013) argued a connectivism Perspective of

the Transition from Face-to-Face to Online Teaching in Higher Education.

Hung & Jeng (2013) explored factors influencing future educational

technologists' intentions to participate in online teaching. González-

 35

Sanmamed et al. (2014) took a study on the level of proficiency and

professional development needs in peripheral online teaching roles.

Moreover, it is important to highlight new normal approach so that

decision makers and teachers are able to analyses opportunities and

challenges that teachers and students might face in teaching and learning

process on post covid-19 period. Therefore, curriculum design of new

normal is highly urgent to guide teachers in solving problems as well as

gaining solutions in teaching by considering goals, contents, approaches,

and evaluations items (Cahapay, 2020).

Furthermore, covid-19 in new normal setting is not only influencing the

teaching content and curriculum, habitual actions on post covid-19

outbreak brings human to new activities which should be applied wherever

they are, i.e. wearing face mask, washing hands, keeping physical

distancing, applying online teaching and learning platform, as well as

keeping body health by consuming more Vitamin C and healthy food (Tria,

2020).

Additionally, in the era of new normal, teacher should also consider

not only to suggest students to have healthy body, but also tend to keep

away students from psychological effect of the online learning such as

stress and being afraid of academical lost. Hence, having sufficient

teaching and learning plans and teachers’ professional development are

 36

suggested to be improved to adjust this pandemic condition (Hasan & Bao,

2020).

For the first time in the history of the Indian education system, there

has been a shift from a face-to-face teaching model to a completely

online one (Zimmerman, 2020). The extensive use of digital media is in

place. Teachers across the section of the society variably or invariably have

had to quickly get used to the online mode of teaching guided towards a

digital mindset (Victoria, 2020). The student community is also deeply

affected. They have had to let go of their campus life, stay indoors, and

attend online classes (Chaturvedi, 2020).

Some researchers believe that students who adopt an online

learning mode are slightly more receptive than those who “prefer to learn

in a traditional face-to-face environment.” However, some other

researchers proved that the blended teaching mode yields the best results

(Means et al., 2013). The teaching community remains cynical about the

success of online teaching and learning pattern.

A study conducted on complete reliance on online mode of

teaching based on the Technology Acceptance Model (Davis, 2019) has

revealed that students and faculty share common concerns regarding the

availability of the Internet, student-teacher engagement, and incessant

workload (Wingo et al., 2017). In line with this, the Unified Technology
 37

Acceptance and System Success (UTASS) model was proposed, which said

that system quality, social influence, and facilitating conditions positively

impact students’ behavioral intention towards e-learning systems

(Chaturvedi et al., 2018).

Fundamentally speaking, the entire student and teacher community

must bridge a gap quickly from the offline mode of teaching to complete

online mode. This is without a choice for either of them as large sums of

money are involved. All this has taken a huge toll on the admissions of

students in the Universities. The future of educational institutes remains

erratic as the government is unable to arrive at any concrete decision.

Despite all these uncertainties, university finances are further affected

because of the unstable stock market, reduced or no grants from

government bodies. Several small and medium-sized private institutions

would be worst affected and eventually close due to the tumultuous

finances. Higher education remains the most affected. Meanwhile, Business

Schools are also not far from being affected by this pandemic. Some

industries have immediately come under the spell of COVID 19, such as all

the service sectors. Students who intend to make their careers in these

sectors are now compelled to shift their focus to other sectors. The

government is doing its best to help the economy, and people recover

from this crisis (Bolaran, 2020).

 38

However, the fact remains, organizations and sectors that can

successfully transform themselves from a physical model of operations to

online would be the only ones to survive this crisis. To serve all these needs,

the organizations need to turn to a blended model of education, which has

been referred to as physical mode (George, 2020) of education. However,

it is challenging for organizations to implement the physical model most

effectively.

Role of teaching strategies plays vital role in such inculcation where

students can analyze, interpret, reason out, synthesize, evaluate and

create. There are several strategies for engaging students in the classroom,

and many of them have been written about under the umbrella of

“effective teaching strategies” and “student-centered” approaches

(Hakala, 2015). Strategies that 27 involve students discussing and sharing

ideas, working together toward a common goal, or strategically socializing

in ways that enhance learning are well-supported in the research literature

on how people learn (Dirksen, 2012).

As regards to innovation, adopt a continuous strategy. In some

cases, when workforce find out pretty much all the instruments accessible,

in our enthusiasm to make the most ideal experience for understudies, we

risk attempting to do excessively. Abstain from bouncing carelessly into the

fancy odds and ends, giving yourself an opportunity to develop steadily. As

 39

you acquire understanding, you’ll realize which instruments best fit with your

showing style and instructive system (Latheef, 2020).

The online delivery system has revolutionized educational

technology and has provided easy access to learning for multitudes of

students, including many who were unable to go to school prior to this

revolution. Today, online education is one of the top industries in the world,

providing support, knowledge, and jobs to a large segment of the world’s

population. On the other hand, transitioning to a remote learning

environment, especially during times of uncertainty, is no easy feat. School

districts must be prepared to tackle numerous challenges — from dealing

with data privacy threats in virtual classrooms to ensuring that educators

are prepared to teach in an online environment. But before even launching

a tech initiative to shift learning and teaching online, school districts should

assess whether students and teachers have the devices and internet

connectivity necessary to successfully use remote learning tools in the first

place. With digital instruction, teachers can easily fall into the habit of

relying too heavily on assigning independent work to students (Robertson

& Riggs, 2018) which can be both isolating and disengaging for

learners. Fortunately, nearly all Learning Management Systems (LMS) from

Blackboard to Schoology, now include robust features that enable

teachers to assign group work and foster student collaboration.

 40

According to a 2019 Education Super Highway report, 99 percent of

schools across the country have enough bandwidth to support digital

learning in the classroom and can scale their networks when needed. Yet

14 percent of school-age children — approximately 7 million — still live in

homes without internet access, according to the most recent federal data.

There’s no denying that the internet has the potential to improve the quality

of education for students, particularly in a remote learning setting. With the

internet, students and teachers have the freedom to use digital tools and

platforms to continue learning, collaboration and communication with

each other outside the classroom.

Google delivered a blog on how understudies can keep utilizing

Chromebooks and G Suite for Education regardless of whether they don’t

have web. IT groups can set up disconnected admittance on gadgets for

everybody, except they would require online admittance to experience

the cycle, composes Jeff Kurtz, arrangements engineer for Google for

Education. They can likewise turn on disconnected admittance for G Suite

applications, for example, Drive and Calendar. Additionally, there’s a

Google Docs disconnected expansion they can download on the Chrome

program, which empowers understudies and instructors to get to material

on profitability applications —, for example, Google, Docs, Sheets and

Slides — without the web. Understudies can likewise download any records
 41

and talks from Classroom and Drive and access them at home on any

gadget (Castilo, 2020).

By its very nature, digital instruction happens across space. Though

this serves as a key advantage to online learning in that students can have

access to instructional content at any place and time, it also requires that

additional attention be paid to maintaining the interpersonal connections

that students form naturally in school. A comprehensive examination of K-

12 online instructional practices conducted by Hanover Research (2015)

highlighted the distinct importance of frequent, consistent, and

individualized check-ins between teachers and students: The transition from

face-to-face instruction to instruction in an online learning format requires

instructors to take on new roles and responsibilities that vary from those of

a traditional classroom setting. To facilitate a quality online course, teachers

must adapt their pedagogy to make it appropriately engaging for distance

learners. As educators gear with the “new normal” set-up in this Covid-19

pandemic, this is the appropriate time to use our discomfort to forge a new

paradigm. This is now the time for schools to ensure that teachers do not

just translate what they do inside the classroom into their online teachings.

Teacher- driven discussions and lengthy lectures are no longer norms in this

situation. In online learning, students are almost always divided on their

 42

focus - that of their classes and their attention to their mobile gadgets

(Gamiao, 2020).

The COVID-19 global outbreak is evidently redefining the

approaches to instructional implementation. The range of options that

education systems are contemplating presents not only opportunities but

also challenges that must be considered in the process (Cahapay, M. B.,

2020). In fact, many educational systems are contemplating responsive

approaches to implement the curriculum. Most of them are looking into the

role of technology. During an era of social distancing practice

demonstrating a major new normal behavior, many schools are headed

towards complete online modality or blended learning modality in

instruction.

Local Literature

Continuous Professional Development. Efficient teaching requires

the necessary competencies. These are important in ensuring the

achievement of educational goals. Competencies are the standards in

determining whether an employee has skills in performing their tasks

relevant to the job. Competencies are necessary for teachers.

Improving their competencies means improving the quality of teaching

and learning. Consequently, teachers need professional development to

enhance their competencies in the teaching profession. The

 43

competencies of teachers are important in determining the success of

the teaching and learning process.

Zamri et al. (2019) described competencies as a set of standards

necessary for teachers to master various educational proficiencies to

achieve current educational needs. Teachers’ competencies relate to

their values, behavior, communication, aims, and practices, as well as

support professional development and curricular studies. This shows that

teachers’ competencies for the improvement of the teaching-learning

process in school are of great importance (Selvi, 2016). Hence, enhancing

the competencies of teachers requires professional development.

One consistent finding in educational research is that improvements

in education rarely take place in the absence of professional development

(Guskey, 2013). Professional development is the key to meeting today’s

educational challenges.

Accordingly, the participation of teachers in professional

development activities remarkably manifested positive effects on

teachers’ beliefs and practices, students’ performance in learning, and on

educational improvement. Professional development is the center of

lifelong learning and has a huge impact on teaching practice and

achieving students’ needs (Tanang & Abu, 2014).

 44

High School teachers are among the groups that influence the

education of children. They are the ones who deal with learners in their

important years. They spend long periods with these children, and thus, they

may have a positive or negative influence on the character of children

(Board on Children, Youth, and Families, 2015). The quality of this phase

depends largely on the quality of teachers. Therefore, by engaging in

various professional development activities, this greatly enhances the

competence of kindergarten teachers.

In the municipality of President Quirino and Lambayong, Sultan

Kudarat Division, seven training were conducted for kindergarten

teachers in the past three years. However, in some of these training,

not all kindergarten teachers have attended. Only selected and qualified

kindergarten teachers were allowed to attend. Only three teachers from

the President Quirino Municipality and three from the Municipality of

Lambayong were advised to participate. There was very limited training

provided to kindergarten teachers in these two municipalities, and most of

them are not graduates of early childhood education. Also, local-based

providers of CPD in these two municipalities are few, since training in these

two municipalities is at the division level (Castro, 2020).

Further, considering the number of kindergarten teachers in the

division, not all kindergarten teachers are allowed to participate.

 45

Accommodating all kindergarten teachers in the division could cause a

shortage of budget, in the way that the division could spend a lot of its

financial resources, as the division needs to provide housing to the

participants of the training. They could also spend much time as they need

to travel from their respected stations to the venue. The researcher focused

on kindergarten because she is one of the kindergarten teachers in one of

the locales of the study. As a kindergarten teacher for almost seven years,

the researcher has the first-hand experience of having limited training. The

average individual performance commitment and review (IPCR) rating of

kindergarten teachers in President Quirino and Lambayong is 3.881, with an

adjectival rating of very satisfactory. However, this rating cannot be a

gauge that teachers are competent enough in teaching and handling

their students. Further, despite the studies conducted on professional

development for kindergarten teachers, there are no studies conducted

aligning professional development of these teachers to their needs and

perceived level of competencies (Binibini, 2019).

Aligning the training provided to kindergarten teachers with their

professional and competency needs is vital to ensuring effectiveness in

teaching children that can be accounted for by their professional growth.

Allan (2008) suggested that interactive professional development

training programs are needed to provide opportunities for on-going

 46

monitoring and feedback of observed instructional practice to improve

instructional practice in teaching. It was also recommended that division

coordinator and elementary principals are to provide professional

development opportunities and training designed to direct kindergarten

teachers to integrate the teaching of personal and social skills while

teaching content area skills in the academic arena (Ho, 2020).

The categorization of the teaching staff according to individuals’

professional desires can serve as a vital tool to help administrators analyze

teachers’ courses of professional development and could be used to

design professional development programs that will match the needs of

teachers (Avidov-Ungar, 2018).

Efforts to update teachers’ knowledge and practices have been

focused particularly on teacher professional development (PD), with

emphasis on the roles of teachers as active agents of the learning process.

With on-going implementation and assessment of curriculum reform in the

Philippines, various forms of PD aim to improve teachers’ skills aligning with

reform objectives. Scaffolded practitioner research and school-based PD is

one form that deeply engages groups of teachers in the same school who

utilize their own lessons and their classrooms as epistemic tools for inquiry.

Inspired by the concept of community of practice (CoP) as a PD model,

the research and school-based PD model is becoming popular in the

 47

Philippines, recognizing teachers’ effectiveness as research practitioners

who can utilize their lessons for research purposes (Gutierez, 2017).

It embodies the premise of collaborative professional inquiry that is

embedded in the teachers’ daily routines and contextualized from

students’ responses. In the process, teachers engage in a collaborative

activity to hypothesize and explore effective and meaningful instructional

practices.

Teacher sense-making on their research and school-based

professional development Practitioner research has been regarded as a

promising activity for any institutional group, especially in relation to

exploring the emerging needs of the stakeholders. For teachers, it is

essential for their regular professional updating which becomes meaningful

when they focus on the classroom setting (Raphael, Vasquez, Fortune,

Gavelek & Au, 2014) especially on understanding students’ holistic needs.

Challenges can be observed in Philippine school settings as teachers

are also struggling with everyday teaching loads and insufficient

knowledge and exposure to the dynamics of research. Thus, teachers need

a collegial cooperation and an organized collaborative network in order

to establish a professional learning community whose output is an authentic

inquiry of their own practices for students’ improvement. Collegial

cooperation may include recognition of the roles of teachers,

 48

administrators, and even university education researchers, so as to gather

multiple perspectives to bridge gaps between educational theory and

practice (Noam, 2017).

In the Philippines, teacher research and school-based PD is an

emerging model whose impacts are evident when teachers are properly

scaffolded in the inquiry process. However, considering the research

component, teachers need enough supervision from more expert

researchers to optimize their involvement in the PD process. Thus, this PD

model incorporates the scaffolding of the science education specialists

who guided the teachers in their year-long PD activity. It was hypothesized

that collaborative reflection was a robust source of knowledge, thus

making it a significant component of PD activities (Santos, 2017).

New Normal Teaching Strategy. The disruption of COVID-19 in the

educational system is of great magnitude that universities have to cope

with at the soonest possible time. The call is for higher education institutions

to develop a resilient learning system using evidence-based and needs-

based information so that responsive and proactive measures can be

instituted. Coping with the effects of COVID-19 in higher education

institutions demands a variety of perspectives among stakeholders.

Consultation needs to include the administration who supports the

teaching-learning processes, the students who are the core of the system,
 49

the faculty members or teachers who perform various academic roles,

parents, and guardians who share the responsibility of learning continuity,

the community, and the external partners who contribute to the

completion of the educational requirements of the students. These

complicated identities show that an institution of higher learning has a large

number of stakeholders (Illanes et al., 2020).

In the context of the pandemic, universities have to start

understanding and identifying medium-term and long-term implications of

this phenomenon on teaching, learning, student experience, infrastructure,

operation, and staff. Scenario analysis and understanding of the context of

each university are necessary to the current challenges they are

confronted with (Frankki et al., 2020).

Universities have to be resilient in times of crisis. Resiliency in the

educational system is the ability to overcome challenges of all kinds–

trauma, tragedy, crises, and bounce back stronger, wiser, and more

personally powerful (Henderson, 2012). The educational system must

prepare to develop plans to move forward and address the new normal

after the crisis. To be resilient, higher education needs to address teaching

and learning continuity amid and beyond the pandemic.

One facet that differentiates e-learning from traditional forms of

instruction is the flexibility that digital modes have with regard to

presentation. With digital learning, teachers are not bound to the limitations
 50

of print-based materials, but rather have options for interactive

presentations, videos, audio, and other multimodal means of teaching.

Moreover, Javier (2020) discussed that the pandemic caused the

shift in teaching modality. In response to this situation, teachers now are

working and attending sets of training through webinars to learn and

explore e-learning technologies which is perceived to be an effort of

educating and capacitating teachers for the new role they are soon to

take – that is to become managers of virtual classes. However, the

challenge of technology access still remains for public school students.

Other factors such as home environment (conduciveness to learning),

learner attitudes toward home learning, and technology competence can

affect learner outcomes and the effective use of Blended Learning.

Learning at home also requires parent participation and support.

It should be noted, even in the third generation, universities’ learning

centers continued to play an important role in delivery of various

administrative and pedagogical processes, such as enrollment, places

where face-to-face tutorials were held, and other types of administrative

support. In sum, university learning centers continued to serve as the DE

institution’s physical presence in various areas, centralized buildings

wherein students could avail themselves of services they expected from

their university (de la Pena-Bandalaria, 2007).

 51

Online courses have become a fantastically well-known route for

understudies and workers to propel their training or expert turn of events.

instructing an online course requires various techniques from the customary

study hall, so it’s significant that educators adjust or build up their abilities to

the web based learning condition, to make their materials successful and

connecting with for students. Britt (2015) assert the importance of student

engagement to online learning because they believe student

engagement can be shown as evidence of students’ considerable effort

required for their cognitive development and their given ability to create

their own knowledge, leading to a high level of student success.

Due to this monstrous move, educators presently need to turn their

consideration towards this new pattern. Lamentably, internet instructing is

diverse from multiple points of view. Conventional instructors presently need

to learn better approaches for moving toward their showing techniques,

and furthermore learn new practices so as to be effective at what they do.

In the context of Filipino teachers, Javier (2020), teachers reported

themselves, in general, to be ‘competent’ in the use of technology

especially those that are utilized in the conduct of virtual instruction.

However, the said investigation was limited to teachers teaching the Filipino

subject. Thus, in this study, it was endeavored to determine the

technological competence of Science teachers. Additionally, the study

 52

investigated the extent of technological access of the same respondents

as there is no or at best limited study in that said dimension.

Synthesis

Given the available evidence from various literatures cited, the

present study is similar to the foreign and local literatures previously

discussed because their focus is on the role played by continuous

professional development and new normal teaching strategies in the

teaching and learning process of teachers by the studies cited above.

From the given research and theoretical literatures, various

dimensions have been observed. It is assumed that continuous professional

development plays a vital role in the quality of the learning of the students.

The teachers should undergo continuous professional development

depending on their specification in order for them to learn skills that they

could apply in their teaching strategies.

The reviewed foreign and local literatures of Lessing and Witt (2007),

Murwaningsih et al., (2020), Williams (2020), and Bautista et al., (2017) is

similar to the present study since this studies also dealt with continuous

professional development.

For instance, the study conducted by Borko (2004) pointed out that

professional development is essential in improving teaching strategies and

ameliorating pupil’s learning outcome.

 53

On the other hand, the present studies differ from the studies of

Castro (2020), Binibini (2019), Allan (2008), Murwaningsih et al., (2020),

Williams (2020) and Ho (2020) in terms of time, the location, respondents of

the study, the setting of the study and the variable used.

Likewise, few of the literatures cited were different since the studies

were conducted with different method of gathering data and different

interpretation and analysis.

 54

Chapter III

METHODOLOGY

This chapter presents a systematic discussion of the methods,

processes and procedures that were used in the conduct of the study. This

includes the research design, research participants, sampling procedure,

instrument development, data gathering procedure, data analysis and

interpretation procedures.

Research Design

The descriptive – correlational research design was used in this study.

This design is most appropriate to the study because it does not only aim to

describe but also to find out relationship between two or more quantifiable

variables, and if there is, to what extent or degree is the relationship.

Descriptive research according to Best and Kahn as cited by Ariola (2006),

describes, and interprets what is. It is concerned with conditions of

relationships that exists; practices that prevails; beliefs, processes that are

going on; effects that are being felt, or trends that are developing. On the

other hand, correlational studies aim to determine the extent and direction

of relationship between two or more variables. In this study, the researcher

described the socio-demographic profile of the respondents and was then

correlated to selected variables to determine whether there is a significant

relationship or none.
 55

In this study, quantitative and qualitative data was employed.

Quantitative data was utilized in order to get quantitative overview of the

frequency and to create representation of the respondents’ level of

continuous professional development engagement and new normal

teaching strategies. This involves taking the primary data from the responses

of the research participants in the research-made questionnaire.

On the other hand, qualitative data was used to substantiate and

verify the numerical data on the continuous professional development and

new normal teaching strategies through a semi-structured pen-and-paper

interview among the public senior high school teachers in the Province of

Capiz that was purposively chosen by the researcher. In This study,

interviewees were not able to answer the survey questionnaire.

Research Participants and Sampling

Procedure

The participants of the study are the two hundred fifty-six (256) public

senior high school teachers randomly selected from the seven hundred six

(706) population of public senior high school teachers in the province of

Capiz for school year 2021-2022.

They were selected using the sample random sampling with the

sample size formula by Slovin as cited by Ariola (2006), illustrated as:

 56

N N
n= n=
1 + NE2 1 + NE2

where: exmple:

n = sample size 706

n=
N = population size 1 + 706 (0.05)2

e = margin of error desired 706

n=
2.765

n = 255.33 or 256

Accordingly, participants will then be allocated through the

proportional allocation formula proposed by Pogoso (1987). The formula is

as follows: n (Ni)
𝑛𝑖 =
N
where: ni = sample size per school
n = total sample size of the study
Ni = total population per school
N = total population
Computation:

n (Ni)
𝑛𝑖 =
N
Example:

256 (32)
𝑛𝑖 = 706

ni = 11.6 or 12
 57

The distribution of respondents per school is as follows:

Table 1. Respondents of the study per school.

School Population Sample Percentage School Population Sample Percentage

Size Size
1 3 2 0.78 34 5 2 0.78
2 3 2 0.78 35 8 3 1.17
3 3 2 0.78 36 17 6 2.34
4 8 2 0.78 37 6 2 0.78
5 32 12 4.68 38 11 4 1.56
6 7 3 1.17 39 12 4 1.56
7 5 2 0.78 40 8 2 0.78
8 5 2 0.78 41 25 9 3.51
9 52 19 7.42 42 3 2 0.78
10 7 3 1.17 43 5 2 0.78
11 9 3 1.17 44 6 2 0.78
12 16 5 1.95 45 1 1 0.39
13 6 2 0.78 46 3 2 0.78
14 10 4 1.56 47 16 5 1.95
15 16 5 1.95 48 8 2 0.78
16 9 3 1.17 49 23 8 3.12
17 6 2 0.78 50 15 5 1.95
18 14 5 1.95 51 9 3 1.17
19 4 2 0.78 52 37 13 5.07
20 17 6 2.34 53 9 3 1.17
21 5 2 0.78 54 5 2 0.39
22 7 3 1.17 55 10 4 1.56
23 23 8 3.12 56 3 2 0.39
24 19 6 2.34 57 3 2 0.39
25 6 2 0.78 58 8 2 0.39
26 19 6 2.34 59 20 7 2.73
27 6 2 0.78 60 4 2 0.39
28 3 2 0.78 61 9 3 0.39
29 6 2 0.78 62 5 2 0.39
30 3 2 0.78 63 15 5 1.95
31 27 10 3.90 64 15 5 1.95
32 5 2 0.78 65 11 4 1.56
33 9 3 1.17
TOTAL 706 256 100%
 58

Research Instrument Used

This study used a researcher-made questionnaire as a tool for

gathering primary data (see Appendix A, pages 125-131). Questionnaire is

an effective means of measuring the behavior, attitudes, preferences,

opinions, and intentions of relatively large numbers of subjects more

cheaply and quickly (McLeod, 2018). Moreover, the questionnaire is

appropriate according to Reganit (2010) when information needed is from

varied and widely scattered sources and when it is not possible to briefly

explain the objectives of the survey.

The questionnaire made by the researcher was developed through

rigid research from books, magazines, journals, unpublished theses,

dissertations, other related materials, and other online resources from where

the researcher based the construction of the research instrument.

The researcher-made questionnaire was developed covering

standard measurement of socio-demographic variables and multi-item

measures of continuous professional development and new normal

teaching strategies. It will be included a cover letter explaining its purpose

and assuring the respondents on the confidentiality of their responses. The

instrument will be composed of three parts having six items for Part I, two

variables with fifteen statements each for Part II and three variables with

fifteen statements each for Part III.

 59

Part I – General Information. This part contains questions dealing with

the respondents’ socio-demographic profile such as age, sex

specialization, educational attainment, length of service and rank position.

In this part, the respondents will be requested to check the appropriate

boxes for the information needed.

Part II – Continuous Professional Development. This part will contain

questions describing the level of continuous professional development

engagement of public senior high school teachers in terms of formal and

non-formal continuous professional development. Each item will have five

responses from which the respondents could choose one according to

his/her preference namely: 5 – outstanding, 4 – very good, 3 – good, 2 – fair

and 1 – poor. The questions will be based on the problem statement to be

answered on the level of continuous professional development in terms of

formal and non-formal CPD.

Part III. Degree of New Normal Teaching Strategies. This part will be

containing questions describing the degree of new normal teaching

strategies of public senior high school teachers in terms of communication

skills, file management skills, and digital skills. Each item will have the same

five responses with Part II from which the respondents could choose one

according to his/her preference namely: 5 – outstanding, 4 – very good, 3

– good, 2 – fair and 1 – poor. The questions will be based on the second

statement of the problem that seek to answer the degree of new normal
 60

teaching strategies of the respondents in terms of communication skills, file

management skills, and digital skills.

The instrument consists of seventy-five items that will measure the

level of continuous professional development engagement and degree of

new normal teaching strategies of the respondents. Respondents’ names

will not be reflected in the questionnaire in order to ensure the

confidentiality of their responses. To determine the level of continuous

professional development engagement and the degree of new normal

teaching strategies all are scored as follows:

Score Interval Verbal Interpretation Meaning of Verbal Interpretation

5 Outstanding The statement is excellently

(4.45 – 5.00) manifested; there are extra
evidences to prove that the
they are demonstrated with
very high quality at all the time.
4 Very good The statement is satisfactorily
(3.45 – 4.44) manifested; there are consistent
evidences to prove that they are
demonstrated with quality most
of the time.
3 Good The statement is manifested in an
(2.45 – 3.44) average manner; there are
evidences to prove that they are
demonstrated only with certain
quality and on a regular basis.
2 Fair The statement is manifested
(1.45 – 2.44) below average; there are
inconsistent evidences to prove
that they are demonstrated with
quality.
1 Poor The statement is not manifested;
(1.00 – 1.44) there is no evidence to prove it.
.
 61

The questionnaire was subjected to validation by a panel of experts

which includes the English critic, research expert and statistician. The

experts will be Dr. Ryan B. Estillomo, as English critic, Dr. Edna M. Nava, as

research expert and Engr. Joel C. Villaruz, as statistician (see Appendix B,

page 132). The members of the panel of experts examined thoroughly

every single item of the questionnaire to determine if it really measures the

variables of the study.

Through the process of validation, the appropriateness,

meaningfulness, and usefulness of data collected from the instrument was

assured. Through the collaborative efforts, comments and suggestions of

the panel, a final questionnaire was produced. (see Appendix A, page 125-

131).

After the validation, the questionnaire was pilot tested among 35

respondents from Panitan National High School, Senior High School

department, upon seeking approval letter from the principal (see Appendix

C, 133). The pilot-tested respondents were not included in the study and

were selected by random sampling. It was pilot tested for its validity and

reliability. The questionnaire was found to be reliable with 0.97 reliability

coefficient. According to Calmorin (2007), the questionnaire is said to be

reliable if the computed reliability coefficient is equal to 0.80 or more but

not more than 1.0.

 62

Data from the pre-tested respondents was tabulated and the

reliability coefficient was computed using the Cronbach Alpha of the

Statistical Package for Social Sciences (SPSS). High reliability coefficient is

required for standardized tests because they are administered only once

and the score on the test is used to draw conclusion. The reliability

coefficient of the questionnaire was 0.977, which implied that it was highly

reliable (see Appendix D, pages 134).

After the reliability was established through pilot-testing, permission to

conduct actual survey testing and Interview was sought from the Division

of Capiz and Division of Roxas City (see Appendix E and F, pages 157-158).

In addition, an interview was conducted in order to strengthen,

substantiate or corroborate the responses of the participants in the

quantitative data and to bring out the detailed information and deep

insight of public senior high school teachers on continuous professional

development in terms of formal and non-formal continuous professional

development and new normal teaching strategies in terms of

communication skills, file management skills, and digital skills.

The interview is an important data gathering technique involving

communication between the researcher and the subject. Interviews are

commonly used in survey designs and in exploratory and descriptive studies

(Fox, 2000).
 63

In planning the interview, the researcher used the semi-structured

interview model by George (2022). First, setting goals and objectives. Here,

the researcher examines further the goal of the study, the researcher

thought of initial expectations or answers to be achieved during the

interview.

Second, designing interview questions. The researcher prepared the

interview questions ahead of time. Developing the interview guide

preceded by the researcher by outlining the issues/topics that should be

included. The researcher broken down the questions into different questions

that are relevant and understandable to the interviewee. The researcher

used plain language to word questions and had been realistic about how

many questions can meaningfully ask in the time available.

Third, constructing the participants. Guest et al. (2006) found that 10

interviewees are all that is needed to reach saturation in gathering

qualitative data. Here, the researcher used purposive sampling where the

researcher selected participants according to the criteria she has set. The

researcher invited 1 participant per municipality in case there would be

some who could not make it.

Fourth, deciding on the medium. Since it is pandemic and everything

is encouraged to do online for the safety of everybody, the researcher used

Pen-and-paper method.
 64

Lastly, conducting the interview. After determining and prompting

participants for the interview, the researcher sent the questions online

through messenger (see Appendix G, page159). The researcher gave

ample time to the respondents for them to answer the questions

spontaneously and generously.

Data Gathering Procedure

The researcher secured permission from the Division Office of Capiz

Division and Roxas City Division (see Appendix E and F, pages 157-158).

Upon approval the researcher was given data by the planning

department, the data given were names of schools, the name of the

principal/head and their contact number. After then, the researcher called

the principals one by one and asked data specifically the number of senior

high school teachers they have in their school. After which, the researcher

sent to the principals the scanned copy of the approved to conduct study

by the Division office.

With the lapses of internet connectivity and signal problem, the

researcher took the initiative to go to the school that were not able to reach

thru calls. After getting the necessary data, sample size to be used for the

study was computed.

After establishing its validity and reliability, the questionnaire was

encoded to Google Forms and sent to the respondents. The data gathering

procedure duration began on January 3, 2022 to February 11, 2022.

 65

In gathering the questionnaires, the researchers reviewed and

checked the responses carefully. The responses were retrieved

automatically through Google Forms which will be consolidated all the

responses of the respondents. The retrieved responses were forwarded to

the statistician for the Special Packages of Social Science (SPSS) processing.

In gathering qualitative data, the researcher prepared the interview

questions, A permission letter was prepared and sent to the school heads

of Public High Schools in the province thru online, messenger.

Guest et al. (2006) found that 10 interviewees are all that is needed

to reach saturation in gathering qualitative data. Here, the researcher used

purposive sampling where the researcher selected participants according

to the criteria she has set. After determining and prompting participants for

the interview, the researcher sent the questions online through messenger

(see Appendix G, page 159). The researcher invited 1 participant per

municipality in case there would be some who could not make it. The

researcher gave ample time to the respondents for them to answer the

questions spontaneously and generously. The researcher’s inclusion criteria

in selecting the respondents for the interview, are one respondent per

municipality, availability, accessibility and the willingness of the

respondents.
 66

Data Analysis and Interpretation Procedure

Quantitative data. With the aid of Statistical Package for Social

Sciences (SPSS) software, gathered data will be treated and analyzed.

Coding of data will be done through Excel to facilitate processing, which

will then converted to SPSS file for processing and analysis purposes. The

data collected will be scored and will be given the consistent verbal

interpretation. For the descriptive data, frequency counts, percentage,

mean and weighted mean will be used.

The analysis will start by assessing the reliability coefficient of the

scored items. Descriptive analysis will then be used to assess percentages

of the respondents according to their socio-demographic profile and to

assess the sample means of those who exhibited each of the dimensions of

continuous professional development and new normal teaching strategies.

To extract and validate each of these distinct dimensions, confirmatory

factor analysis will be conducted. Subsequently, the relationship between

variables will be analyzed using correlational analysis.

The selection of the methods that will be used to analyze the

gathered data will be guided by the objectives of the study and the

hypothesized differences and relationships. Since this study is a descriptive-

correlational research design, descriptive and inferential statistics of the

SPSS will be carried out. For descriptive and inferential statistics, frequency

count, percentage and mean will be used. On the other hand, for the
 67

inferential statistics, t-test and F-Test Analysis of Variance (ANOVA), and the

Spearman rank correlation analysis will be utilized.

Mean. It refers to arithmetic average of a range of values or

quantities, computed by dividing the total of all values. It was used to

analyze gathered data related to problems 1 and 2.

It will be employed to determine the average values of continuous

professional development in terms of formal and non-formal continuous

professional development. At the same time, this will also be used to

determine the degree of new normal teaching strategies in terms of

communication skills, file management skills, and digital skills.

T-Test and F-Test ANOVA. T-test and f-test ANOVA will be used to

evaluate the variances between the mean scores of the variables and to

determine the overall differences between the groups and to find out the

significance in comparison.

These tools will be used to analyze pertinent data related to problems

number 3 and 4, in order to determine the significant difference of the

continuous professional development of the respondents in terms of formal

and non-formal when grouped in accordance with their socio-

demographic profile such as age, sex, specialization, educational

attainment, length of service, and academic rank.

Further, these tools will also determine the significant difference of the

new normal teaching strategies of the respondents in terms of

 68

communication skills, file management skills, and digital skills when grouped

in accordance with their socio-demographic profile such as age, sex,

specialization, educational attainment, length of service, and academic

rank.

Spearman rank correlation analysis. This will be utilized to analyze

pertinent data about problem number 5. Set at alpha 0.05 level of

significance, this analysis tool will be used to investigate if the continuous

professional development of the respondents in terms of formal and non-

formal CPD influences the respondents’ new normal teaching strategies of

the respondents in terms of communications skills, file management skills

and digital skills as dependent variables.

Qualitative data. As regards qualitative data, data display can be

useful and serve several purposes at all stages of analysis, just as with any

form of alternative representation. It is used with the purpose of illuminating

rather than obscuring the meaning. It helps in the presentation of

inferences and represents ways of organizing, summarizing, simplifying, or

transforming data.

The qualitative data will be analyzed and interpreted using the

combined steps of Powell (2013) and Wildemuth and Zhang (2009). These

data will be transformed into written texts by transcribing recorded

discussions, then all information will be categorized by coding or indexing

the data.
 69

After the categories will be coded, the coding consistency will be

checked. After that, when sufficient consistency will be achieved, the

coding rules will be applied into the entire corpus of the text.

After applying the coding rules, patterns and connections both

within and between the categories will be identified and the information

will be summarized by capturing the similarities and differences in the

discussants’ responses. The last step will be bringing them all together and

themes will be used to explain the findings of the study.

 70

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation,

of quantitative data on the level of continuous professional development

engagement of public senior high school teachers in the province of Capiz

and their degree of new normal teaching strategies. It includes a

description on the socio – demographic profile of the respondents. The

interpretation of data was followed by the discussion and reveals literature

that supports or contradicts the result of the study.

The qualitative data using the key informant interview was employed

to support the quantitative data gathered. The data presented in each

table are preceded by a textual discussion.

Level of Continuous Professional

Development Engagement
as a Whole

The level of continuous professional development engagement of

public senior high school teachers in the province of Capiz as a whole and

in terms of formal and non-formal continuous professional development

engagement is presented in table 2.

 71

Table 2. Level of continuous professional development of public senior high

school teachers as a whole

WEIGHTED VERBAL
INDICATORS
MEAN INTERPRETATION
Formal CPD 4.00 Very Good
Non-formal CPD 4.42 Very Good
GRAND MEAN 4.41 Very Good

Public senior high school teachers in the Province of Capiz have a

very good level of continuous professional development with a weighted

mean score of 4.41, which means that statements are satisfactorily

manifested and there is consistent evidence to prove that they

demonstrated with quality most of the time both in formal and non-formal

CPD.

A study conducted by Muhammad (2019) strengthens the result of

this study where his study stated that teachers’ involvement in professional

development activities is moderate. The results show that university

teachers of southern Punjab were moderately engaged in professional

development activities.

An interviewee also supports the result by stating that teachers

doesn’t stop learning, that their development are ongoing. Teachers are

encouraged to develop their selves in many ways, that is why they are

always having their in-service training seminars where they update the

knowledge and upgrade their skills. The interviewee also added that
 72

teachers should be eager in doing and attending stuff that could make

them a better person. Lastly, the interviewee also stated that in their school,

they are encouraged to undergo graduate schooling and conduct

research (IP-7, Lines 1-11, Page 166)

Conversely, the study of Matriano (2019), revealed that most of the

teachers have earned limited units of CPD and have an insufficient

engagement in certain CPD activities. It was statistically presented that the

attendance of CPD activities is significantly dependent on career

development, enhancement of personal competencies, improving

teaching and learning process and improving learner outcomes. Thus, the

school heads should empower teachers’ engagement in CPD activities,

particularly the young professionals through regular monitoring.

Specifically, the lowest mean of 4.00 was the indicator “formal

continuous professional development engagement”. It still shows that the

teachers need little of improvement in their engagement in formal CPD

because they already satisfactorily manifested the statements and there is

consistent evidence to prove that they demonstrated with quality most of

the time.

Non-formal CPD was just .42 higher in the weighted men compared

to formal CPD, it just indicates that respondents are more engaged with the

different non-formal continuous professional development, which is

understood and expected because it is more accessible and easier to be

 73

achieved by the respondents compared to formal CPD. Interviewee

number 10 also supports the result by stating the following:

Us teachers are mostly engage in non-formal activities of CPD

because we can get into it anywhere and anytime, it is more

accessible and most importantly it is cheaper compared to formal

CPD wherein some of it have registration fees like in seminars and

tuition fees like in enrolling in graduated studies. (Appendix Q, Lines

46-51, page179).

Moreover, it was seen in the study of Muhammad (2019), that faculty

members were mostly involved in ‘reading books/ articles, followed by

studying for higher qualification, developing teaching learning materials,

attending teaching-learning workshops, and producing research papers/

reports. The activity in which teachers were least involved was applying for

funded research projects.

Formal CPD engagement. The level of continuous professional

development engagement of the respondents in terms of formal CPD

engagement is displayed in Table 3.

The result reveals that the level of the continuous professional

development engagement of the respondents in terms of formal

continuous professional development engagement is “very good” with a

grand mean of 4.00.

 74

Table 3. Level of continuous professional development engagement of

public senior high school teachers in terms of formal CPD
engagement.
WEIGHTED VERBAL
A. Formal CPD
MEAN INTERPRETATION
As a teacher, I …
6. attend online courses/ webinars/ podcasts. 4.47 Outstanding
2. enroll in post graduate education.
1. undertake courses and pursue other 4.39 Very Good
credentials through educational programs 4.35 Very Good
that lead to a qualification. (e.g., NC
programs, additional minor subjects,
diploma programs, etc.)
15. attend professional meetings conducted
by supervisors and other key officials of the 4.34 Very Good
department.
3. attend local, regional, national, and 4.28 Very Good
international conference sand workshops.
12. participate in community development 4.20 Very Good
projects/trainings and collaboration.
11. collaborate with colleagues engaged in 4.12 Very Good
the collection of valuable data for the
different subjects from software and tech
tools.
7. join in field related organizations. 4.05 Very Good
8. conduct innovations/inventions that 3.87 Very Good
improves my professional skills and
contribute to the school/community.
14. avail of seminars and updates conducted 3.84 Very Good
by GSIS/CSC/BIR cooperatives and other
organizations.
13. attend COMELEC orientation/briefing and 3.81 Very Good
election-related assignment/activities.
9. avail regional sites that offer special session. 3.69 Very Good
10. attend project proposal making seminars
focused on discipline base of the 3.63 Very Good
profession.
4. present papers or at conferences and 3.61 Very Good
workshops.
5. receive invitations as resource speaker in 3.43 Good
seminars, conferences, or training
workshops.
GRAND MEAN 4.00 Very Good
 75

Distinctively, the respondents have an outstanding level of

continuous professional development in terms of formal CPD engagement

by exposing their selves in online courses/ webinars/ podcasts with a

weighted mean of 4.47.

On the other hand, the respondents have a very good level of

continuous professional development engagement in terms of formal CPD

in the following engagements: undertake courses and pursue other

credentials through educational programs that lead to a qualification.

(e.g., NC programs, additional minor subjects, diploma programs, etc.)

(4.35); enroll in post graduate education. (4.38); attend local, regional,

national, and international conference sand workshops. (4.28); present

papers or at conferences and workshops. (3.61); join in field related

organizations. (4.05); conduct innovations/inventions that improves my

professional skills (3.87); avail regional sites that offer special session (3.69);

attend project proposal making seminars focused on discipline base of the

profession (3.63); collaborate with colleagues engaged in the collection of

valuable data for the different subjects from software and tech tools (4.12);

participate in community development projects/trainings and

collaboration (4.20); attend COMELEC orientation/briefing and election-

related assignment/activities (3.81); avail of seminars and updates

conducted by GSIS/CSC/BIR cooperatives and other organizations (3.84);

 76

and attend professional meetings conducted by supervisors and other key

officials of the department (4.34).

Moreover, table 3 shows that public senior high school teachers got

the lowest mean of 3.43 in the statement “receive invitations as resource

speaker in seminars, conferences, or training workshops” which means that

there is evidence to prove that they are demonstrated only with certain

quality and on a regular basis.

Based on the findings, it could be seen that the respondents’ level of

continuous professional development in terms of formal CPD engagement

are evident and very good as shown in table 3. There are already engaged

with the different programs that can formally develop their knowledge and

skills in their chosen fields.

An analysis of themes in qualitative data obtained by the researcher

reveals that the common sub-themes that showed in the participants

responses involved opinions about “seminars, trainings, conferences and

workshops” which is evident in almost 90% of the responses. Seven (7) out

of ten (10) respondents stated that formal CPD engagement upgrades and

updates the knowledge and skills and enhance the professional

competence of the teachers. Five (5) of the respondents also mentioned

that CPD is considered as formal when it is organized and systematic. Four

(4) of the respondents said that another formal CPD engagement is

 77

undergoing graduate studies. Only one (1) of the respondents stated that

formal CPD is needed to renew PRC license. Lastly, one (1) of the

respondents stated that it is not free and sometimes it is expensive to avail

formal CPD programs.

A qualitative data based on the interview supports the quantitative

obtained by the researcher. Here is an insight shared by a respondent.

Interview participants IP-10 remarked:

As a teacher I am fond of learning new things in many simple ways

like attending in seminars, reading books, asking questions, watching

videos, online surfing and many more. I believe that if you just have

the initiative in learning everything is just available outside of the box.

(Appendix Q, Lines 13-16, page 179).

To add up, the study conducted by Muhammad (2019) supported

the finding where the results showed that teachers were moderately

engaged in all the fifteen professional development activities included in

the questionnaire which are considered as formal CPD programs like

producing research papers, reviewing articles for journals, and developing

teaching and learning materials were activities rated highly important by

teachers

Non-Formal CPD Engagement. The level of continuous professional

development of public senior high school teachers in terms of non-formal

 78

CPD engagement is shown in table 4. Generally, public senior high school

teachers have a very good level of continuous professional development

engagement in terms of non-formal CPD engagement with a weighted

mean of 4.41.

Table 4. Level of continuous professional development engagement of

public senior high school teachers in terms of non-formal CPD
engagement.
WEIGHTED VERBAL
A. Non-Formal CPD
MEAN INTERPRETATION
As a teacher, I …
1. watch educational videos. 4.64 Outstanding
15. integrate technology in teaching and learning 4.63 Outstanding
process.
4. reflect and evaluate my own teaching 4.60 Outstanding
practices.
2. participate profession discussions with 4.57 Outstanding
colleagues.
5. seek collegial support for knowledge 4.52 Outstanding
enhancement.
6. attend programs designed to introduce new 4.52 Outstanding
knowledge and skills.
3. read books and wholesome reading materials. 4.49 Outstanding
12. improve my teaching by using first-hand 4.44 Very Good
feedback from students and other stakeholders.
11. enhance my educational assessment 4.37 Very Good
knowledge by utilizing tools like (Form plus,
Power point, Google docs, Khan Academy)
14. ensure and use verifiable data for decision 4.36 Very Good
making.
8. surf on results of scholarly studies for subject 4.25 Very Good
knowledge updating and enhancement.
13. improve proficiency in teaching through 4.25 Very Good
viewing and listening in self-recorded videos.
9. take training courses to modernize my skills and 4.20 Very Good
abilities.
7. have an assigned mentor to support and assist 4.18 Very Good
me for knowledge enrichment.
10. take online self-evaluation quizzes as 4.15 Very Good
reference to reinforce my skills and abilities.
GRAND MEAN 4.41 Very Good
 79

The data in the Table 4 further revealed that the respondents have

an outstanding level of continuous professional development in terms of

non-formal CPD in the following engagement: watch educational videos

(4.64); participate profession discussions with colleagues (4.57); read books

and wholesome reading materials (4.49); reflect and evaluate my own

teaching practices (4.60); seek collegial support for knowledge

enhancement (4.52); attend programs designed to introduce new

knowledge and skills (4.52) and integrate technology in teaching and

learning process (4.63).

Moreover, the data also revealed that the respondents have a very

good level of continuous professional development in terms of non-formal

CPD in the following engagement: have an assigned mentor to support

and assist me for knowledge enrichment (4.18); surf on results of scholarly

studies for subject knowledge updating and enhancement (4.25); take

training courses to modernize my skills and abilities (4.20); take online self-

evaluation quizzes as reference to reinforce my skills and abilities (4.15);

enhance my educational assessment knowledge by utilizing tools like (Form

plus, Power point, Google docs, Khan Academy) (4.37); improve my

teaching by using first-hand feedback from students and other

stakeholders (4.44); improve proficiency in teaching through viewing and

listening in self-recorded videos (4.25); and ensure and use verifiable data

for decision-making 4.36.

 80

These findings showed that teachers are already exposed with the

different activities that they can improved their knowledge and skills as

professional, they are already engage with non-formal CPD activities.

For the qualitative data on the continuous professional development

engagement in terms of non-formal CPD engagement. 60 % of the

respondents stated that non-formal CPD is a self-phased, self-directed

activity. Seven (7) of the respondents said that non-formal CPD

engagements are watching videos and listening to podcasts and five of

them said that non-formal CPD is reading and doing research. Three of the

respondents stated that doing non-formal CPD is unorganized and three of

them also said that non formal CPD can be done by just surfing online.

Moreover, an interviewee remarked that, non-formal CPD is self-

directed learning involving any developmental activities guided solely by

the learners (IP-1, lines 13-14, page160). Also, another interviewee stated

that, they usually do non-formal CPD, it is just that some of the doesn’t know

really that it is already a form of continuous professional development (IP-

7, lines 25-27, page 172).

On the contrary, a study form TALIS (2009) stated that the most

effective types of development, according to teachers, are those in which

they participate least– especially programmed leading to qualifications,

and to a lesser degree, research activities. The most effective types of

 81

development are also those for which teachers are more likely to have had

to pay the full or partial cost and devote most time.

Degree of New Normal Teaching

Strategies as a Whole

The degree of the new normal teaching strategies of public senior

high school teachers as a whole and in communication skills, file

management skills, and digital skills is presented in table 5.

Table 5. New normal teaching strategies of public senior high school

teachers as a whole.
WEIGHTED VERBAL
INDICATORS
MEAN INTERPRETATION
Communication 4.63 Outstanding
File Management Skills 4.23 Very Good
Digital skills 4.03 Very Good
GRAND MEAN 4.29 Very Good

As a whole, public senior high school teachers in the province of

Capiz have a very good degree of new normal teaching strategies with a

weighted mean score of 4.29. Further, the indicator communication is rated

as 4.63, verbally interpreted as “Outstanding”; the indicator file

management skills is rated as 4.23 with a verbal interpretation of “very

good”; and the indicator digital skills with a weighted mean of 4.03, verbally

interpreted as “very good”.

The results implied that communication skills of the teachers are

excellent in manifestation where they demonstrated the statements in a

very high quality at all time, while the results on the file management skills
 82

and digital skills of the teacher both showed that they demonstrated the

following statements with quality, and they satisfactorily manifested it. In

spite the dilemma the world gets in because of the pandemic, the teachers

still maintained the quality of teaching strategies they offer specifically in

communication, file management skill and lastly digital skills, they still

manifested it with utmost quality and satisfaction.

Conversely, one of the basic problems seen by Kasrekar (2020) is the

conduct of classes. As the face-to-face classes pose higher risk of spread,

the most viable solution is through online teaching and learning. This

platform challenges both the teachers and the students as it occurs

something new to them. This calls for an ‘adopt quickly’ response to the

new normal in teaching and learning amidst the pandemic

(TanhuecoTumapon, 2020). really expensive (Felter & Maizland,

2020).

Communication. The degree of new normal teaching strategies of

public senior high school teachers in terms of communication is shown in

table 6. Generally, public senior high school teachers have an outstanding

degree of new normal teaching strategies in terms of communication with

weighted mean average of 4.63.

 83

Table 6. Degree of new normal teaching strategies of public senior high

school teachers in terms of communication.
WEIGHTED VERBAL
A. Communication
MEAN INTERPRETATION
As a teacher, I …
2. show respect for the ideas and feelings of my 4.77 Outstanding
students even when I disagree with them.
10. take the initiative to make the students feel 4.70 Outstanding
comfortable in expressing their thoughts and
ideas in the class discussion.
1. can speak in front of the class clearly and 4.68 Outstanding
confidently.
5. avoid words that might cause an emotional 4.67 Outstanding
response that may distress or confuse the receiver
of my message.
7. ensure there is two-way communication and 4.67 Outstanding
good rapport prevail in the class.
8. present the information/discussion in a logical 4.66 Outstanding
sequence considering the level of understanding
of the students.
11. give encouraging clues to make students 4.66 Outstanding
overcome communication challenges for higher
level of engagement.
3. communicate with my colleagues without any 4.63 Outstanding
difficulty.
12. provide constructive feedback and criticisms 4.62 Outstanding
that build student’s confidence and create
supportive environment.
9. use phrases and body language which are 4.60 Outstanding
positive, confident, and engaging as verbal
communication as needed.
6. slow down the speed of discussion/presentation 4.55 Outstanding
when emphasizing important points.
13. establish rapport by keeping students interested 4.55 Outstanding
in the lesson through funny anecdotes and light-
hearted personal examples.
14. breakdown complex ideas into simple, logical 4.55 Outstanding
parts for students to understand.
15. use appropriate questions and scaffoldings to 4.54 Outstanding
ensure they understand exactly what the
question is all about.
4. make precise, comprehensive, and specific 4.53 Outstanding
messages.
Grand Mean 4.63 Outstanding
 84

All in all, public senior high teachers in the province of Capiz have an

outstanding degree of new normal teaching strategies in terms of

communication in all statements.

The study shows that the respondents manifested highest mean in the

statement “show respect for the ideas and feelings of my students even

when I disagree with them” with a weighted mean of 4.77 and lowest mean

in the statement “make precise, comprehensive, and specific messages”

with a weighted mean of 4.53.

Furthermore, the results in table 6 reveal that public senior high school

teachers are outstanding with the different skills in communication which is

a very important strategy in the new normal setting. It is very important in

maintaining good relationship with the students knowing the situation that

we have right now which is distant learning.

In the qualitative data gathered by the researcher it was emphasized

by the 90% of the respondents that communication is very vital in teaching

and learning process. Five (5) of them said that sometimes it is crucial to

communicate with the students. Two of them (2) remarked that

communication is the basic skills that a teacher should learn. One (1) of

them said that through communication, teacher should encourage

students and another one (1) said that with the use of communication the

teacher should simulate that thinking of the students.

 85

One of the interviewees stated that, communication skills are most

vital for interactions with students because the act of teaching itself requires

them. Techers are responsible for comprehending and breaking down

complex information, presenting in a manner that sustains their attention

and listening to and resolving their questions or problem (IP-2, lines 32-36,

page 161).

Additionally, the better your communication skills, the more

effectively you can perform teaching tasks. In turn, students will make more

academic progress. Studies have found that the success of students is

directly related to interactive, engaging teaching environments formed by

able teachers (Mashburn et al., 2008).

Furthermore, the way that teachers communicate with students can

positively affect their perceptions of school, their role in the classroom,

themselves and their abilities, and their motivation to succeed (Dobbs &

Arnold, 2009).

File Management. The degree of new normal teaching strategies of

public senior high school teachers in terms of file management is shown in

table 7. Generally, public senior high school teachers have a very good

degree of new normal teaching strategies in terms of file management with

weighted mean average of 4.23.

 86

Table 7. Degree of new normal teaching strategies of public senior high

school teachers in terms of file management.
WEIGHTED VERBAL
A. File Management
MEAN INTERPRETATION
As a teacher, I …
7. use descriptive file names for easy 4.41 Very Good
identification and retrieval.
9. arrange folders based on convenience 4.39 Very Good
and frequency of use/date modified.
14. rename files as to priority listing.
3. use plain language to name my folders, 4.32 Very Good
I don’t use abbreviation. 4.31 Very Good
5. create other folders within these main
folders as need arises. 4.31 Very Good
8. directly file document when first
created and put it in the right place in 4.31 Very Good
the first place.
13. ensure that the files are keep and
available at the “back-up”. 4.30 Very Good
4. nest folders within folders.
11. order folders or force them to the top of 4.22 Very Good
the files list by renaming them 4.20 Very Good
accordingly.
2. create a single root folder and store all 4.19 Very Good
documents in subfolders inside the root
folder.
10. refrain from using overboard file/path 4.19 Very Good
names.
12. keep folders uncluttered by clearing 4.19 Very Good
out the old files.
6. assign electronic files logical, specific 4.00 Very Good
names and include dates in file names
if possible.
1. use the default file locations when 4.13 Very Good
installing application programs.
15. update file storage daily. 3.99 Very Good
Grand Mean 4.23 Very Good
 87

The result implied that file management skills of the respondents is

very good, respondents just need to update their file storage as possible so

that their performance would be much better. Specifically, Public senior

high school teachers got the highest mean of 4.41 under the statement of

“use descriptive file names for easy identification and retrieval” and got a

lowest mean of 3.99 in the statement “update file storage daily” which is

needed for them to improve or master in order for them to have a more

organize and productive teaching life.

In terms of file management, qualitative data results showed six

subthemes, five (5) of the respondents said that it is very important for them

to make their files organized and up to date. Four (4) of them said that

managing your files increases your efficiency. Four (4) of them also said that

managing your files reduces time consumption. Two (2) of them said that

back up-files is needed. One (1) of them said that creating relevant names

to documents is needed, and lastly, two (2) of them said it is important to

create suitable filing system.

An interviewee remarked that, filing means keeping documents in a

safe place and being able to find them easily and quickly. Documents that

are cared for will not easily tear, get lost or dirty. A filing system is the central

record-keeping system for an organisation. It helps you to be organised,

systematic, efficient, and transparent (IP-10, lines 46-50, page 179).

 88

Digital Skills. The degree of new normal teaching strategies of public

senior high school teachers in terms of file management is shown in table 8.

Generally, public senior high school teachers have a very good degree of

new normal teaching strategies in terms of digital skills with weighted mean

average of 4.03.

Table 8. Degree of new normal teaching strategies of public senior high

school teachers in terms of digital skills.
WEIGHTED VERBAL
A. Digital Skills
MEAN INTERPRETATION
As a teacher, I …
9. use social media (e.g., Facebook, Twitter, or 4.57 Very Good
Instagram) in communicating my students.
15. can search the web in an efficient and 4.39 Very Good
effective manner.
2. Integrate technology into daily instruction. 4.30 Very Good
12. use social media for professional 4.28 Very Good
development opportunities.
4. can operate online class flat forms. 4.18 Very Good
6. have aligned my instructional strategies in the 4.17 Very Good
content areas I teach with 21st Century skills.
11. generate up-to-date teaching aides and 4.04 Very Good
resources to reinforce understating of
students.
1. can record and edit audio clips. 3.99 Very Good
5. create digital quizzes ang game-based 3.89 Very Good
learning.
13. can use bookmarking sites to collect sources. 3.88 Very Good
10. do online access to test/assessment results. 3.85 Very Good
3. create interactive video content. 3.82 Very Good
8. use online programs or websites that teach 3.80 Very Good
students about topics (e.g., Kahn Academy,
Gooru, MOOCs, online learning systems,
eBooks, etc.)
14. can create infographics and online charts. 3.73 Very Good
7. make learning games online using different
online applications. 3.52 Very Good

Grand Mean 4.03 Very Good

 89

Table 8 shows that the respondents got a highest mean score of 4.57

under the statement of “use social media (e.g., Facebook, Twitter, or

Instagram) in communicating my students” and got the lowest mean of

3.52 under the statement of “make learning games online using different

online applications”.

The result implied that public senior high school teachers are already

adept with the different digital skills, it is understood that they are already

experts in using social medias in communicating with the students because

before the new normal arrives that is already the usual thing that they are

using-social media. On the other side, they just need improvement in

making learning games using different online application which is in fact

very useful in engaging students and creating interactive discussions, most

especially in the new normal setting of our education system.

In terms of digital skills, qualitative data shows five (5) subthemes

where four (4) of them said that they maximize the use of app and other

online portals. Three (3) of them said that having digital skills makes you

adept in customizing learning. Three (3) of the respondents also said that

digital skill is a vital skill to have in the new normal setting. Two (2) of the

respondents said that with the use of digital flatforms you are enabled to

improve instructions, and lastly two (2) of the respondents said that having

digital skills it makes teaching and learning process more efficient.

 90

An interviewee remarked that the sudden increase of awareness

and scientific progression in the recent past has altered the goals of

teaching and learning. Information and communication technology has

made the world a global village. Internet amenities accessible in the

present day have made it possible to explore the possibilities and potentials

in this global village. Teachers need to familiarize themselves with recent

developments in their field of study, keeping in mind the transformation of

classroom practices, as they continue their professional growth (IP-10, lines

59-69, page 179).

In relation to the level of digital skills of teachers, a study results

showed that the majority of the participants were placed at an

intermediate level; this means that they were perceived with more

expertise and flexibility in the use of ICT in an educational environment (ISTE,

2008).

On the contradiction, the findings differ with the work of Almerich et

al. (2011), Suárez et al. (2010) and Ramírez Journal of Education and

Training Studies (2012), who reported teachers with low ICT skills; with limited

technological and pedagogical skills; and with "none and little knowledge

of ICT", respectively. It also highlighted the presence of a minority group of

teachers who have managed to position themselves at the expert level

that were perceived as efficient and effective users of ICT to improve

student learning (ISTE, 2008).

 91

Differences on the Level of Continuous

Professional Development when
Grouped According to their Socio-
Demographic Profile

To aid the presentation, analysis, and interpretation of data for

problem no. 3 and 4, the socio – demographic profile is first presented.

Table 9. Socio- demographic profile of the respondents.

Respondents Frequency Percentage

1. Age
21 – 30 years old 81 31.4
31 – 40 years old 117 45.3
41 – 50 years old 45 17.4
51 years old and above 13 5.0
2. Sex
Male 91 35.3
Female 165 64.0
3. Specialization
English 46 17.8
Mathematics 35 13.6
Science 58 22.5
Social Sciences 21 8.1
Filipino `16 6.2
MAPEH 19 7.4
TVL 50 19.4
ABM 11 4.3
4. Educational Attainment
Bachelor’s Degree Holder 45 17.4
Units in Master’s Degree 100 38.8
Master’s Degree Holder 53 20.5
Units in Doctorate Degree 53 20.5
Doctorate Degree Holder 5 1.9
5. Length of Service
1-10 years 195 75.6
11-20 years 47 18.2
21-20 years 7 2.7
30 years above 7 2.7
6. Academic Rank
Teacher 1-3 201 77.9
Special Science Teacher 1-5 12 4.7
Head Teacher 1-6 4 1.6
Master Teacher 1-2 39 15.1
 92

The socio-demographic profile used in this study to describe the

public senior high school teachers includes age, sex, specialization,

educational attainment, length of service and academic rank. Table 9

shows that selected socio-demographic profile and their categories,

frequency and percentage.

Age. Mostly, the respondents of this study are coming from the age

bracket of 31-40 years old with a frequency of 117 out of 258 with a

percentage of 45.3; 81 of the respondents which is 31.4 percent are coming

from the grouped of 21-30 years old respondent; 45 or 17.4 percent of the

respondents are between 41-50 years old; and the lowest number of

respondents are coming from the above 50 years old respondents with 13

or 5 percent of the respondents. It can be implied, mostly of the

respondents aged 31 to 40 years old.

Sex. More than half of the respondents are coming from the female

group with 165 number or 64 percent of the respondents; male respondents

are 91 in total or 35.3 percent of the respondents.

Specialization. A greater number of the respondents with a total of

58 persons or 22.5 percent of the respondents are coming from the group

of the science teacher; 46 or 17.8 percent of the respondents are coming

from the English group; 35 or 13.6 percent of the respondents are coming

from the Mathematics group; 21 or 8.1 percent of the respondents are

coming from the Social Science group; 16 or 6.2 percent of the respondents
 93

are coming from the Filipino group; 19 or 7.4 percent of the respondents

are coming from the MAPEH group; the second greatest number of the

respondents (50 or 19.4 percent) are coming from the TVL group; and the

lowest number of the respondents (11 or 4.3 percent) are coming from the

ABM group. It can be implied that the highest number of the respondents

are coming from the science teachers.

Educational Attainment. A group of 45 respondents with 17.4 percent

are coming from the teachers with bachelor’s degree only; 100 or 38.8

percent of the respondents are the teachers with units in master’s degree;

53 or 20.5 percent of the respondents are the teacher with mater’s degree

holder and same number of respondents coming from the teachers with

units in doctorate degree; and only 5 or 1.9 percent of the respondent are

teachers with doctorate degree. This can be implied that mostly the senior

high school teachers are with units in master’s degree and few only who

already finished their doctorate degree.

Length of Service. Almost three fourths (195 or 75.6 percent) of the

respondents are with 1-10 years of length of service; 47 or 18.2 are

respondents with 11-20 years in service; 7 or 2.7 percent of the respondents

are teachers with 21-20 years in service same with teachers with 30 years

above of service in teaching. This can be implied that most of the public

senior high school teachers are in their 1-10 years in service.

 94

Academic Rank. More the three fourths ( 201 or 77.9 percent) of the

respondents are in teacher 1-3 position; 12 or 4.7 percent of the

respondents are special science teachers; 4 or 1.6 percent of the

respondents are Head teachers; and 39 or 15.1 percent of the respondents

are master teachers. This can be implied that almost of the respondents are

coming from the lowest academic rank that corresponds to three fourth of

the respondents.

In terms of level of continuous professional development, results

showed that two socio-demographic profile show significant difference.

The data in Table 10 describe the significant differences between

certain category and the continuous professional development

engagement of the respondents.

Table 10. Difference in the level of continuous professional development

engagement as a whole and when classified according to socio-
demographic profile.

Compared Variables T or F-value Sig. (2 Probability

as a whole tailed
Mean (G.:4.13) value)
Age 0.975 0.405 ns
Sex 0.662 0.509 ns
Specialization 1.348 0.228 ns
Educational Attainment 1.102 0.008 ns
Length of Service 3.998 0.356 s
Academic Rank 2.819 0.040 s

The result on the difference in the level of continuous professional

development engagement as a whole and when classified according to

socio-demographic profile shows that there is a significant difference both

 95

in length of service and academic rank. Therefore, null hypothesis has been

rejected. This is implied that the respondents differ in continuous

professional development engagement when it is concerned with their

length of service and academic rank.

Continuous professional development engagement and age. In

terms of age of the respondents, the obtained F – value is 0.975 with a

significant value of 0.405, which is higher than alpha, therefore, there is no

significant difference in the level of continuous professional development

when age is considered. This means that with the different range in age,

the continuous professional development engagement of the public senior

high school teachers does not vary.

The result of this study is being contradicted by the study of

Thompson (2017), where the study reveals that appetite for CPD is one of

the four most age sensitive factors: while availability of CPD would influence

three-quarters of 25-34 year-old teachers’ decisions about where to work,

this was the case for less than half of 55+ year-old teachers. While it is hardly

surprising that younger teachers are more willing to move, what is striking is

that the age-effect is stronger for CPD than it is for many other factors.

To add up in the contrary, a study by TALIS (2009) also stated that, on

average, the amount of professional development that teachers received

decreased with the age of the teacher. Averaged across all countries,

teachers under 30 years of age received around 21days of professional

 96

development; the number declined steadily to an average of around 14

days for teachers aged 50 years or more; these differences between age

groups are all statistically significant. This indicates that on average less

experienced teachers receive more days of professional development

than more experienced teachers.

Continuous professional development engagement and sex. As

shown in Table 9, there is no significant difference between the level of

continuous professional development engagement and sex of public

senior high school teachers. The t – value of 0.662 has a significant value of

0.509, which is higher than alpha, which indicates that the level of

continuous professional development of public senior high school teachers

do not vary according to their sex.

The result of this study is strongly supported by the study of Dilshad

(2019) where male and female teachers’ involvement in professional

development is not significantly different. It means that there was similarity

in the pattern of male and female teachers’ participation in professional

development activities. However, for two individual items, significant

difference was observed. For both the items mean scores were in favor of

male faculty members. As compared to female teachers, male university

teachers produced more research papers/ reports, and reviewed more

research papers for journals.

 97

To additionally support the result, TALIS (2009) also stated that, On

average across participating countries, there is no statistically significant

difference between male and female teachers of professional

development on average compared with male teachers. However, male

teachers led in a number of countries, the largest differences being

reported in Portugal and Italy (more than four days) and Turkey (less than

three days).

Continuous professional development engagement and

specilization. As shown in Table 9, there is no significant difference between

the level of continuous professional development engagement and

specialization of public senior high school teachers. The t – value of 1.348

has a significant value of 0.228, which is higher than alpha, which indicates

that the level of continuous professional development of public senior high

school teachers do not vary according to their specialization.

Contradictory to the study of Dilshad (2019) on Continuous

Professional Development of Teachers, it was found out that teachers of

social sciences, teachers of science disciplines were more involved in CPD

activities.

Continuous professional development engagement and educational

attainment. Educational attainment also yields the same result since the F –

value of 1.102 has a significant value of 0.356, which is higher than alpha.

Therefore, there is no significant difference in the level of continuous

 98

professional development engagement of public senior high school

teachers when educational attainment is considered. It implies that the

level of continuous professional development engagement of public senior

high school teachers does not varies according to their educational

attainment.

Contrariwise, a study stated that the higher the educational

attainment the more they want to be exposed with different learning

activities. Teachers who are already in the higher level of education tend

to be more eager to expose themselves with programs that they know can

develop their knowledge and upgrade their skills (Albet, 2018).

Furthermore, another study is not also parallel to the result as it stated

that, on average across participating countries, teachers with a Master’s

degree or higher qualification received more days of professional

development than those with a Bachelor’s degree or less. This pattern is

apparent in almost all participating countries, the exceptions being Austria,

Belgium (Fl.), Hungary and the Slovak Republic, where teachers with a

Master’s degree or higher received on average the least number of days

(though in the Slovak Republic virtually all teachers are qualified to Master’s

degree level).

Continuous professional development engagement and length of

service. In terms of length of service, it was found out that the level of

continuous professional development engagement of public senior high

 99

school teachers significantly differed. The obtained F – value 3.998 with a

significant value of 0.008, which is lower than alpha, indicates that there

are significant differences exists among the respondents’ level of

continuous professional development engagement with regards of length

of service. This means that across length of service, the continuous

professional engagement of the respondents does vary.

Teacher with 11-20 years of length of service and teachers with 30

years above in service have significantly lower scores in significant

difference determining the level of continuous professional development,

compared to teachers with other length of service, though respondents

across different length of service have a very good level of continuous

professional development. It implies that the level of continuous

professional development engagement of the respondents is affected by

the length of service in teaching.

Teachers with 11-20 years of length of service got the lowest mean in

their level of continuous professional development engagement and the

teachers coming from the group with 30 years and above got the highest

mean in their level of continuous professional development, this implies that

the higher the length of service of the teacher the higher the level of their

continuous professional engagement.

Continuous professional development engagement and academic

rank. Lastly, academic rank has an F – value of 2.819 with a significant value
 100

of 0.040, and is lower than alpha, indicating that the level continuous

professional development engagement of the respondents also varies in

terms of academic rank.

Head Teachers and respondents with special science teacher

position have significantly lower scores in significant difference determining

the level of continuous professional development, compared to faculty

members with other rank position, though respondents across different rank

positions have a very good level of continuous professional development.

It implies that the level of continuous professional development

engagement of the respondents is affected by the rank position in school.

(see Appendix D, page 142)

Teachers in special science position got the lowest mean in their level

of continuous professional development engagement and the teachers

coming from the group of Head Teachers got the highest mean in their level

of continuous professional development, this implies that the special

science teachers are less are engage with continuous professional

development and it is understood that Head Teachers are exposed with

CPD because primarily they needed it in order for them to achieve their

position.

In support of this study, Shukla and Dungsungnoen (2016) stated that

between teachers’ professional components such as educational

qualification, designation, teaching experience, training and workshop

 101

exposure with teaching strategies of higher order thinking skills it has been

found that ‘designation’, ‘teaching experience’ and ‘educational

qualification’ significantly contributes to the teaching strategies of higher

order thinking skills whereas ‘research experience’ and ‘training and

workshop exposure’ is not significantly correlated with the higher order

thinking skills.

Difference on the Degree of New Normal

Teaching Strategies when Grouped
According to their Socio-demographic
Profile

The data in Table 11 describe the significant differences between

certain category and the new normal teaching strategies of the

respondents.

Table 11. Difference in the degree of new normal teaching strategies

when classified according to socio-demographic profile.

Compared Variables T or F-value Sig. (2 Probability

as a whole tailed
Mean (G.:4.19) value)
Age 5.017 0.002 S
Sex 1.317 0.189 ns
Specialization 1.141 0.338 ns
Educational Attainment 0.520 0.721 ns
Length of Service 2.380 0.070 ns
Academic Rank 0.652 0.583 ns

As shown in Table 11, results showed that there is significant

difference on the degree of new normal teaching strategies of public

senior high school teachers when classified according to their age.

 102

Therefore, the null hypothesis has been rejected. The results show the

significant difference of the degree of new normal teaching strategies

when grouped according to age (0.002) with F – value of 5.017.

It is implied that the new normal teaching strategies of the

respondents varies when they are group according to their age wherein

teachers aged 21-30 years old and respondents with 41-50 years old have

significantly lower scores in determining the degree of new normal

teaching strategies, compared to faculty members with other ages, though

respondents across different age have a very good level of new normal

teaching strategies. It implies that the level of new normal teaching

strategies of the respondents is affected by age. (see Appendix D, page

131).

New normal teaching strategies and age. The degree of new normal

teaching strategies as to age has the F – value of 5.017 with a significant

value of 0.002 which is lower than alpha. This reveals that the degree of new

teaching strategies of the teachers does vary across age.

Teachers aged 21-30 years old and respondents with 41-50 years old

have significantly lower scores in determining the degree of new normal

teaching strategies, compared to faculty members with other ages, though

respondents across different age have a very good level of new normal

teaching strategies. It implies that the level of new normal teaching

strategies of the respondents is affected by age. (see Appendix D, 143)

 103

Teachers aged with 41-50 years old got the lowest mean in the

degree of their new normal teaching strategies and the teachers coming

age 21-30 years old and respondents got the highest mean in the degree

of their new normal teaching strategies, this implies that teachers in older

range of age are not already updated with the new skills especially in

digital skills, which is also understood that teachers coming from lower

range of age are adept with new normal teaching skills because they are

exposed with the different changes and innovations.

Studies have documented some evidence that effectiveness

declines after some point, particularly among high school teachers. In fact,

evidence suggests that the most experienced (greater than 25 years) high

school mathematics teachers may be less effective than their less

experienced counterparts (Ladd 2008) and even their inexperienced

colleagues (Harris and Sass 2007).

New normal teaching strategies and sex. In terms of sex, the f– value

of 1.317 has a significant value of 0.189, which is higher than alpha. This

implies that there is no significant difference exists in the degree of new

normal teaching strategies of the faculty when it comes to sex.

The results supported by the study of Javier (2020), that it was

revealed among Filipino language teachers that the male and female

teachers do not significantly differ in the teaching of the Filipino subject

online. The said study concluded that gender is not a factor influencing
 104

difference as teachers, regardless of gender, toward online teaching. This

finding is similar to that of Onasanya et al. (2010) in their aim to examine the

possible factors that significantly influence the teaching strategies of 150

higher education teachers, the researchers found that gender did not exert

effects on the integration of technological tools to facilitate students’

learning.

New normal teaching strategies and specialization. No significant

difference is observed in the degree of new normal teaching strategies in

terms of specialization. The obtained F – value of 1.141 with a significant

value of 0.338 which is higher than alpha. Therefore, there is no significant

difference in the degree of new normal teaching strategies when

specialization is considered.

New normal teaching strategies and educational attainment. No

Significant difference is observed in the degree of new normal teaching

strategies in terms of educational attainment. The obtained F – value of

0.520 with a significant value of 0.721 which is higher than alpha. Therefore,

there is no significant difference in the degree of new normal teaching

strategies when educational attainment is considered.

The result affirms the study of Tesoro (2019) that demographic profile

of college faculty members such as sex, subject taught, and educational

attainment are significantly correlated to their research productivity, which

 105

clearly indicates that as their educational attainment increases there is also

significant increase in their ability to produce publishable research outputs.

New normal teaching strategies and length of service. The result

reveals that significant difference does not exist in the degree of new

normal teaching strategies of the respondents in terms of length of service.

The F – value of 2.380 has a significant value of 0.070 which is higher than

alpha. Thus, there is no significant difference in the degree of new normal

teaching strategies when length of service is considered.

Considering this findings, Bates (2018) found that teachers’ teaching

strategies in distance learning is dependent on the various socio-

demographic variables such as age, marital status, length of service and

location.

New normal teaching strategies and academic rank. Lastly,

academic rank has an F – value of 0.652 with the significant value of 0.583,

which is higher than alpha, indicating that their degree of new normal

teaching strategies does not varies in terms of academic rank.

The result affirms Marsh (2014) that in terms of teaching position it was

found significantly differed in the classroom teaching performance of the

college teachers. He concluded that teachers’ with higher ranks are

effective than those with lower ranks.

The result also supported by the findings of Shukla and

Dungsungnoen (2016) as he found out that ‘designation significantly

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contributes to the teaching strategies of higher order thinking skills of the

faculty.

Relationship Between the Level of Continuous

Professional Development Engagement
and the Degree of New Normal
Teaching Strategies

The data in table 12 presents the measures of relationship between

the level of continuous professional development and the degree of new

normal teaching strategies as a whole of public senior high school

teachers in the province of Capiz.

Table 12. Relationship between the level of continuous professional

development engagement and the degree of new normal
teaching strategies of public senior high school teachers in the
province of Capiz.
Category Pearson Sig. (2- Probability
-r tailed
value)
Level of Continuous Professional
Development Engagement 0.736 0.000 Significant
Degree of New Normal Teaching
Strategies

Results showed that there are highly significant strong positive

correlations between the level of continuous professional development

engagement (as a whole and in terms of formal CPD and non-formal CPD)

and the degree of new normal teaching strategies. It can be implied that

the higher level of continuous professional development (as a whole and

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in terms of formal and non-formal), will result to a higher degree of new

normal teaching strategies of public senior high school teachers.

A study conducted by Alemayehu (2021), supported the result of this

study by stating that Continuous Professional Development (CPD)

moderately improved the teachers’ teaching competence, action

research preparation, mentoring and peer observation activity.

Ahmed (2020) also stated that the teachers know how to develop

professional portfolio and the methods of effective teaching. They neither

received in-service training tremendously nor keep update through new

teaching technologies. They love to improve their pedagogical stills and

believe that continues professional development is necessary to keep

themselves updated but school education department does not give in-

service training tremendously. They collaborate with their colleagues to

improve their professional knowledge. They perform their duties according

to learned skills by professional educational and training organizations, but

they do not set goals according to professional development standards,

studies professional journals and adopt action research to improve

teaching-learning process. They set goals of syllabus and results.

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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter includes the summary of findings, conclusions and

recommendations based on the data gathered on the socio-

demographic profile of faculty members of Higher Education Institutions in

the Province of Capiz, their level of continuous professional development

and degree of new normal teaching strategies, mean differences on their

level of continuous professional development and degree of new normal

teaching strategies when grouped according to age, sex, specialization,

educational attainment, length of service and rank position; and the

possible relationships between their level of continuous professional

development and the degree of their new normal teaching strategies.

Summary

Generally, the study tried to describe the level of continuous

professional development engagement and degree of new normal

teaching strategies of public senior high school teachers in the Province of

Capiz. A random sample of 256 public senior high school teachers in Capiz

Province was considered as respondents of the study.

Data were gathered using a researcher-made questionnaire

administered online with the aid of Google Forms validated by a pool of

experts including the advisory committee.

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A random sampling of 256 public senior high school teachers as

respondents of the study. Data were gathered through the use of a

researcher-made questionnaire, pilot tested with reliability using Cronbach

alpha and validated by pool of experts including the advisory committee.

The study used a descriptive-correlational design that utilized the

mixed method in research by employing quantitative and qualitative

approaches. The quantitative data gathered from the research-made

questionnaire were statistically treated and analyzed with the aid of

statistical software (IBM SPSS Statistics V20) using the following techniques

as follows: frequency count and percentage, mean, T-test for independent

samples, analysis of variance (ANOVA) and Spearman rank correlation

analysis. All tests were set at 5% significance level.

The qualitative data using the semi-structured pen and paper

interview was employed to support the quantitative data gathered on the

level of continuous professional development engagement and the

degree of new normal teaching strategies of public senior high school

teachers.

The following are the major findings of this study.

1. Public senior high school teachers in the Province of Capiz have

a very good level of continuous professional development

engagement as a whole and in terms of formal and non-formal

CPD engagement.
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2. Public senior high school teachers in the Province of Capiz have

a very good degree of new normal teaching strategies as a whole

and in terms of communication skills, file management skills and

digital skills.

3. There was a significant difference in the level of continuous

professional development of public senior high school teachers in

the province of Capiz only when length of service and academic

rank were considered.

4. There was a significant difference in the degree of new normal

teaching strategies of public senior high school teachers in the

province of Capiz only when their age was considered.

5. There was a significant positive correlation between the level of

continuous professional development engagement and the

degree of new normal teaching strategies of public senior high

school in the Province of Capiz.

Conclusions

Based on the findings, the following conclusions are made.

1. Public senior high school teachers are highly involved in

continuous professional development. They are exposed to

activities that develop their professional skills.

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2. Public senior high school teachers demonstrate the new normal

teaching strategies with quality. They have skills needed to carry

out instruction as required in the new normal.

3. Respondents who have longer years in service and in a higher

position are more exposed to activities that develop their

professional skills.

4. Teachers who are older are more adept in new normal teaching

strategies in terms of communication but need improvement in

terms of file management and digital skills. However, teachers

who are young are adept with new normal teaching strategies

more especially in digital skills.

5. The level of continuous professional development and the degree

of new normal teaching strategies of the public senior high school

teachers are mutually dependent. Teachers who are exposed to

activities that develop their professional skills manifests new

normal teaching strategies.

Recommendations

Based on the conclusions, the following recommendations are

hereby formulated:

1. Public senior high school teachers should be given different

opportunities for their professional growth; top level

managements should encourage teachers to undergo different

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programs that will enhance their professionalism; division offices

and school should provide on up-to-date trainings to keep

teachers on trend and teachers also should be given opportunity

to develop their professionalism by exposing their skills through

different activities like resource speaker in seminars, conferences,

or training workshops and more other activities that justify their

needs in their chosen field.

2. Trainings and seminar workshops should be given to public senior

high school teachers on new normal teaching strategies that

focus on communication, file management and most especially

digital skills; most importantly training on steering different

software and websites and different online flatforms used in

blended learning in this new normal setting.

3. In refining the continuous professional development, public senior

high school teachers with 20 years and lower of length of service,

special science teachers must be given much attention in the

engagement in continuous professional development. They

should be more exposed to programs that offer professional

development.

4. Teachers needs to be adequately trained to effectively teach in

the new normal setting. Heads and School administrators should

provide training on the skills associated with quality instruction into

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in developing skills needed to meet the needs of the teachers.

Schools should always assess the skills of their teachers in order for

the to know their capacity and deficiencies so that they could

provide what is lacking. The administration should always give

more attentions in updating the skills to those who are outdated

like teachers who are at the older age range.

5. Heads and school administrators should orient teachers with the

benefits of continuing learning and engage teachers with

different programs that focus on professional development that

will develop the holistic ability of the teachers.

6. Further studies relevant to this may be conducted using different

types of research design and standardized research instruments.

Aspects and issues that have been not included in this study may

be considered and discussed by other researchers in the future.

Another study of this kind on elementary and secondary teachers

may also be endeavored for comparison. Further, action

research similar to this study may also be conducted to provide

new data regarding continuous professional development and

new normal teaching strategies of the teachers.