2

BEING A TEACHER OF PRIVATE ELEMENTARY SCHOOL

IN THE NEW NORMAL: A MULTIPLE CASE STUDY

A Thesis
Presented to the Faculty of the Graduate School
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City

In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management

NOEL ANADON AMBONG

December 2021
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2

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph

APPROVAL SHEET

This thesis entitled “BEING A TEACHER OF PRIVATE ELEMENTARY

SCHOOL IN THE NEW NORMAL: A MULTIPLE CASE STUDY,” prepared and
submitted by NOEL A. AMBONG, in partial fulfillment of the requirements for the
degree Master of Arts in Education major in Educational Management has been
examined and is hereby recommended for acceptance and approval for oral
examination.

LYNDON A. QUINES, EdD

Adviser

Comprehensive Examination: PASSED

PANEL OF EXAMINERS

ANALISA T. AMADA, EdD

Chairman

NOE P. GARCIA, RGC, PhD FRANCISCO M. ESPINOSA, EdD,

PhD
Member Member

ACCEPTED and APPROVED in partial fulfillment for the requirements for

the Degree Master of Arts in Education major in Educational Management.

GERALDINE D. RODRIGUEZ, EdD, PhD

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iii
Vice-President for Academic Affairs

ACKNOWLEDGMENT

The researcher would like to extend his heartfelt gratitude to the following

persons who made great contributions while he is conducting of this study.

To my beloved adviser, Lyndon A. Quines, EdD with his expertise and

intellect, the researcher was able to improve this paper. He highly appreciates

the guidance, suggestions and those encouraging words which helps her in the

refinement of this paper and to strive even harder;

To my instructor, Geraldine D. Rodriguez, EdD, PhD for letting her know

and understand about the basics of making this paper;

To the member of the Panel of Examiners, Analisa T. Amada, EdD,

Francisco M. Espinosa, EdD, PhD and Noe P. Garcia, RGC, PhD for giving

their precious time in examining and giving the criticism and suggestions

relevant to the study that made this paper more meaningful;

To my father, Mr. Ireneo T. Ambong Jr., to my sister, Irene Jane A.

Ambong for the moral, spiritual and financial support as well as for their

unconditional love;

And above all, to our Almighty Father, for His unending love, guidance

and wisdom bestowed upon him. The researcher can do nothing without Him.

N.A.A.
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iv

ABSTRACT

This study utilized a multiple case design to explore the experiences and

challenges of being a private elementary school teacher towards new normal in

Selargon Learning Academy Incorporated, General Santos City, Philippines,

School Year 2020-2021. Five informants were picked to undergo the in-depth

interview. I used methodological triangulation to knew the multiple perspective of

the informants to be carefully interviewed. Informants were made to sign

informed consents with the assurance of anonymity and confidentiality. The

results of the interview were transcribed, translated to produce themes. The

following are the themes that emerged: Technology-based Facilitators, Strong

Subject of Knowledge, Conquerors, Critical Thinkers, Faced Various Challenges,

Adaptable, Flexible, and Great Motivators. Cross Case Analysis discusses about

the Emergent Themes and Clustered Themes on Insights that a Teacher of

Private Elementary Schools in the New Normal can Share to Colleagues and the

Academe in General the following themes surfaced: Information and

Communication Technology Innovation, Victorious Amidst Pandemic, Think

Outside the Box, Appreciate the value of Pollyannaism, Collaborate with parents

and Attend Self- Development Trainings and Seminars.

Keywords: educational management, private school teachers, new normal,

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v
education, Philippines

TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGMENT iii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF TABLES viii

DEDICATION ix

Chapter Page

1 INTRODUCTION 1

Purpose of the Study 4

Research Question 5

Theoretical Lens 5

Significance of the Study 7

Definition of Terms 8

Delimitations and Limitations 10

Organization of the Study 11

2 REVIEW OF RELATED LITERATURE 14

3 METHOD 29

Research Design 29

Role of the Researcher 30

Research Participants 31
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vi
Data Collection 32

Analysis of Data 35

Trustworthiness 36

Ethical Consideration 38

4 RESULT 45

5 EMIRI KANOU 47

6 HIDEO SHIMAZU 51

7 OPALNERIA RAIN 55

8 QUISTIS TREPE 59

9 RAIN SAGE 63

10 CROSS CASE ANALYSIS 68

11 DISCUSSION 78

Implication for Practice 87

Implication for Future Research 92

Concluding Remarks 94

REFERENCES 96

APPENDICES

A Cover Letter 116

B Informed Consent Form 117

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C Interview Script/Guide 126

D Request Letter for Research Instrument Validation 129

E Validation Sheet 132

F Summary for Validation Ratings 135

vii
G Participant Verification 136

H Peer Debriefing Certification 141

I Archival Log 142

J Letter Asking Permission from School President 143

K Map of General Santos City 144

L Certificate of Publication 145

M Certificate of Appearance 146

N Grammarly (Plagiarism Checker) Result 147

O Editor’s Certification 148

CURRICULUM VITAE
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viii

Table Page

1 Emergent Themes and Clustered Themes

about the description of Teachers who are teaching 70

in Private Elementary School in the New Normal

2 Emergent Themes and Clustered Themes on Insights

that a Teacher of Private Elementary Schools in the 74

New Normal can Share to Colleagues and the Academe

in General
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ix

DEDICATION

I would like to dedicate this simple and humble piece of work to my parents

who inspired me to continue my studies and achieve my dreams. To my sister,

thank you for all of your support and encouragement. To my Professors, my

classmates and friends who help me to accomplish this research. And most

especially to Our Lord God our Savior.

Noel
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Chapter 1

INTRODUCTION

“We cannot re-write the chapters of history

already past, but we can learn from them,
evolve and adapt. The new normal may even
be a better normal, certainly a different
normal”.
(Ian Davis)

The quotation above explains that we're moving toward a new way of life.

This is our chance to reinvent and create a better world where we can all work, rest

and play in the new normal life. We cannot re-write the chapters of history already

past, but we can learn from them. We need to look forward seeing other side.

Unfortunately, Ian Davis quotation certainly has a big impact to the experiences

and challenges of private elementary school teachers. To adapt in the new normal
 2

setting may require patience to the teachers to spend more time and effort to

manage their students.

The above passage had a significant impact on the running of private

elementary schools in the country and around the world. The Covid-19 pandemic

turned into a global health crisis that touched everyone, regardless of age, gender,

or social standing. The world came to a halt, and the economy crumbled as all

businesses shut down. To stop the virus from spreading, most countries stopped

their schools, colleges, and universities. The crisis was a problem not only for the

health and education sectors, but also for the economy as a whole. The

disruptions were immediate when the Philippine government announced the

closure of all educational institutions. As the virus spread, educational institutions

began to provide remote learning as an option. The immediate response and

approach intended to prevent the school from closing while continuing to provide

high-quality education.

The goal of this case study is to find out the private elementary school

teachers’ challenges and experiences in a new normal set-up of education. In this

study, I focused specifically on exploring the experiences and challenges of private

elementary school teachers and how they deal with them. As a teacher educator,

I'm curious in learning more about what it takes to keep pupils educated in the face

of the covid-19 pandemic. In the Philippines, the unexpected transition to online

learning sparked a heated discussion, highlighting the learners' poor living

conditions. On the other hand, there is a clear divide between those who can and

cannot afford to use the new education platform. The general state of pupils in
 2

public schools delivers a message of inequity to the economy's driving force

(Ancheta, 2020; Del Rosario, A. G., & Galang, C. P. 2021).

However, learning cannot be stopped entirely, which has resulted in

education institutions taking more stringent measures to ensure that their

operations continue despite the looming threat. One of the main issues as the

conduct of classes notwithstanding the closure order. As the face-to-face sessions

are cancelled due to the spread of virus, the most practical approach is to teach

and study online. This platform is a challenge to both teachers and students

because it introduces them to something new. In the middle of the pandemic, this

necessitates a ‘adopt rapidly' reaction to the new normal in teaching and learning
3
(Alea, Fabrea, Roldan, & Farooqi, 2020; Kasrekar, Tanhueco & Tumapon, 2020).

For almost two pandemic months, most countries around the world have

temporarily closed educational institutions to contain the spread of the COVID-19

pandemic and reduce infections. This closure has affected more than 1.2 billion

learners worldwide with more than 28 million learners in the Philippines.

Responses like community lockdown and community quarantine of several

countries have led students and teachers to study and work from home which led

to the delivery of online learning platforms. However, the implementation of online

learning posed different risks, problems and challenges to both the teachers and

students, especially in the higher education institutions. In the Philippines, there

are 10,794 cases as of May 11, 2020 and is still increasing with more than four

million cases worldwide. In response to these situations, educational leaders

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decided to adopt the new normal in education (Bao, Crawford, Percy & Kelder,
4
2020; DOH, 2020; UNESCO 2020, Worldometer, 2020).

I experience that being a teacher in private elementary school in the new normal

is not easy because of challenges being encountered and to be able to adjust in the

new settings of teaching, handling students by using different online platform, and

delivering of lessons with the use of technologies. Being a teacher in a new normal

made me realized that as a teacher we need to become more responsible for

organizing students’ performance like showing them different learning schemes and

applying different strategies through using online platforms like apps, social media,

pictures and videos to make them feel that they are in the classroom with full of

additional information based on the topics on each subject I presented. Then, I always

prepare myself in this new normal to have a lot of responsibilities that coming in

especially those of the students need more attention when it comes to learning.

Therefore, in this context, I am interested to know the challenges and

experiences of private school teachers in the new normal as this can raise

concern to the intended beneficiaries of the study, and to come up with the

implication to practice, thus the need to conduct a study. To be able to determine

how teachers help them to address the issues that they encounter during this time

of pandemic. Furthermore, this study may aid school administrators and instructors

in implementing any measures that will enable them to continue teaching and

managing the school in the new normal.

Purpose of the Study

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The purpose of this multiple case study was to explore the experiences

and challenges of private school teachers towards new normal and investigate the

challenges encountered in delivering quality education and ways of coping with the

challenges.

This study explored the experiences of the private elementary school

teachers handling pupils in a new normal. Moreover, I let the informants of this

study to relive in their minds the experiences and challenges they had as private
5
elementary school teachers and listen to the stories they would tell.

The usage of a recorder was extensively used during the in-depth

interview, in addition to the written comments gathered. Different assertions about

the stories they plan to convey were grouped together to form themes. These are

the shared experiences of the participants. As a result of the in-depth interview,

they were able to recall stories that would be used and recorded.

Furthermore, the goal of this qualitative case study research was to help

me gain a better knowledge of the experiences of private elementary school

teachers. Similarly, because many people will read this, it will let them reflect on

their own extraordinary events that are relevant to the experiences of participants,

and it will encourage them to better understand their own lives.

Research Question:

This study sought to answer the following question:

1. How can a teacher of private elementary schools in the new normal be

described?
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Theoretical Lens

The present research is based on grounded theory by Glaser and Strauss

(1969) to determine teachers’ lived experiences in the implementation of learning

continuity plan in the new normal and be able to generate the theory based on the

findings. The data to create theories, and by means of that, relevant aspects could

be discovered under specific social fields. The criteria to identify a good Grounded

Theory was described by Glasser (1978) has to fit the data, considering that it has

to explain the events and foresee what can occur. Consequently, Strauss and

maintain that, when adequately employed, the methodology fulfills all the
6
requirements of rigorous scientific research.

Also, the study is viewed from the theory of distance education. Reaffirmed

the continued need for a theory of distance education by stating that a firmly based

theory of distance education is one that can provide the touchstone against which

financial, educational, and social can be made with confidence. Theory would

cease to be an ad hoc response to a set of conditions arising in crisis situations of

problem-solving, characteristic of the field of education (Keegan, 1995).

Additionally, the distance education is composed of two elements, each of

which can be measured. The first element is the provision for two-way

communication (dialog); some systems or programs offer greater amounts of two-

way communication than others. The second element is the extent to which a

program is responsive to the needs of the individual learner (structure); some

programs are very structured while others are more responsive to the needs and

goals of the individual student (Moore, 1994).

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Moreover, the comprehensive theory is divided into a number of parts

encompassing the theory just stated previously and the belief that distance

education serves diverse, individual learners who cannot or do not want to make

use of face-to-face teaching. Distance education thus promotes students'

independence and freedom of choice. Society benefits from distance education's

provision of, on the one hand, liberal study opportunities for individual learners,

and, on the other, professional/occupational training. Distance education is an

instrument for recurrent and lifelong learning and for free access to learning
7
opportunities and equity (Holmberg, 1995).

However, educational administrators, teachers and the public need to

know that online distance teaching is a valid and proven instructional method and

that there is a body of history that documents the origins and presence of online

distance education over a decade ago. Furthermore, administrators and teachers

need to know what to expect when planning, operating, and teaching in an online

school. Through careful planning and operation, combined with quality online

teaching (Morabito, 1999).

Significance of the Study

As a result, this study has the potential to contribute to the knowledge base

in educational approaches by providing valuable information to the teachers about

various techniques and approaches. Furthermore, this research may aid school

administrators and instructors in implementing any measures that will enable them

to continue teaching and managing the school in the new normal. To the Teachers.

It will evolve to deal with the shift to blended learning. Make the instructional design
 2

meaningful, memorable, motivating, and measurable in the end. Homeschooled

Students. This will assist them in receiving the assistance and support they require

as they embark on their new normal path. As the classes settle into a new routine,

this will also help students stay motivated. Policymakers. The findings of this study

will show policymakers how education in the new normal differs from face-to-face

instruction. This would assist them in addressing the challenges that teachers and
8
students have faced during the pandemic.

Future Researcher. The information cited in the research paper will be

very much useful for the future researchers who will conduct regarding the topic.

The researcher has found no published research that describes the role of

teachers in a new normal. Therefore, there is a need for additional research on this

matter.

Definition of Terms

Case Study. The analysis of systems that are explored holistically by one

or more methodologies is included in the study of social phenomena. A social

phenomenon in which the researcher focuses on process tracing where the

researcher guided by an initially broad research questions and explores the data.

It is often a good choice in a thesis or dissertation. They keep project focused and

manageable when we don’t have the time or resources to do large-scale research.

E-Learning. It is a learning experience using electronic devices such as

computers, tablets and even cellular phones that makes learning simpler and

productive. A network enabled transfer of skills and knowledge. E-learning, also

 2

known as online learning or electronic learning, is the process of acquiring

knowledge via electronic technology and media. E-learning is described as

"learning that is enabled electronically" in simple terms. 9

Homeschooled Students. Students that are educate at home instead of

sending them to public or private schools. To reach students at home instead of

sending him or her to school. Homeschooled students are a progressive movement

in which parents educate their children at home instead of sending them to a

traditional public or private school. Families choose to homeschool for a variety of

reasons, including dissatisfaction with the educational options available, different

religious or educational philosophies, and the belief that children are not

progressing within the traditional school structure.

Innovative Approach. Come up with something new and dedicate

additional resources for innovation. An approach to the design or construction of a

subsystem or safety component which does not involve the use of a standard or a

specification that has been approved by a recognized standardizing body. To

inculcate and promote the research culture among the students, teacher should

encourage and motivate the students to present their innovative ways/ideas of

attempting the problems related to course.

New Normal. A situation wherein the changes are taken place from work,

home and social life as a result of new practices. Is the new adjustments that

people have to make for the greater good of everyone, new rules implemented by

the government for everyone safety. All activities will largely return to the way
 2

things were before the outbreak of COVID-19. With the condition that health

protocols must be followed. Socialized with safe procedures such as how to ensure

health protocols are followed by students during the teaching and learning process

in the classroom, and how to support the learning of disabled students based on
10
their needs.

Online Platforms. A digital services that uses internet to facilitate

interactions between two or more separate but independent users. Has been used

to described a range of services available on the internet including marketplaces,

search engines, social media, apps stores, communications services and payment

systems. are powerful innovators who play a key role in the digital economy and

society. They include online marketplaces, social media, creative content outlets,

app stores, pricing comparison websites, collaborative economy platforms, and

search engines, among other things. Expand consumer choice, improve industry

efficiency and competitiveness, and boost civil involvement in society.

Private School Teacher. A teaching professional who is typically

employed at a private school. Has an upbeat and compassionate attitude that

stimulates, inspires, and encourages students to learn. Engagement with learners

to enable their understanding and application of knowledge, concepts and

processes. Is a teacher who is responsible for assisting students in gaining

knowledge, competence, and virtue. Primary and pre-primary classes are kept

informal because primary school teachers attempt to teach young children in a

comfortable environment.
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Workplace. A location where people perform tasks, jobs and projects for

their employer. An employment location, place of employment, and the name of

any place of employment, such as an office, factory, or farm. Means the place or

places where an employer's workers work, and each of those activities comprises

a separate workplace if the employer operates or conducts two or more operations

that are independent of one another due to their size, function, or organization.

Delimitations and Limitations of the Study 11

The study involved five private elementary school teachers from Selargon

Learning Academy Incorporated, particularly in General Santos City. The data

were gathered from private elementary school teachers through in-depth

interviews. The study was dependent on the ability of the five informants to

describe their experiences and answer the interview questions.

The study was based upon open-ended questions through one-on-one in-

depth interviews. Due to the fact that there were only five informants for the in-

depth interviews, the results of the investigation may not be generalizable to other

regions of the country. This study was descriptive in its investigation. Given the

personal connection between the chosen topics on the experiences of private

elementary school teachers who are working in Selargon Learning Academy

Incorporated employed in the academic year 2021-2022.

Organization of the Study

In presenting the flow of the study, the ideas and different concepts were

organized. Each chapter has its corresponding views to be discussed. Details

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were properly organized in order to achieve understanding among the readers.

This study is organized into eleven (11) chapters.

These would aid in comprehending the condition of private school

teachers in the new normal, who are confronted with problems such as adopting a

new manner of teaching, embracing and mastering technology, and establishing

connection and contact with students. 12

Chapter 1 introduces the problem and phenomenon to be studied. In this

chapter, it emphasized the importance of the study. It explained what has been

researched in the past and recent times and showed the gaps identified in existing

researches. It was followed by the discussion of the researchers’ purpose of the

study which aimed to describe the experiences of private school teachers in the

workplace. It intended to unfold the experiences of teachers, how they managed to

survive and the insights they learned from the experience that could shed light to

the prevailing problem on workplace.

Next, was the presentation of the research questions which were utilized

for the in-depth interview of the informants. Another portion of this chapter is the

presentation of the theoretical lens which was associated with the research study.

Following were the significance of the study and the people that would benefit from

this research. It was also important to have a clear understanding of the terms,

thus, important words in the study were operationally defined. The last part of this

chapter was the delimitation and limitation of the study and the presentation of who

were the potential participants of the study. The weaknesses and validity of the

study were also presented in this chapter.

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In Chapter 2, the literature and other research studies are enclosed as

they were related to the main problem which supported the need for the study. The

readings help to understanding the study’s impact on other researchers and the

community as a whole. The various data, perspectives, and resources presented

by the various researchers may aid in resolving the various concerns surrounding
13
the study.

Chapter 3 discusses the design and methodology used in the study

including: research design, role of the researcher, research participants, data

collection, analysis of data, trustworthiness which explains the four criteria such as:

credibility, transferability, dependability and conformability and lastly, the ethical

considerations.

Chapter 4 presents the results of the interviews and collected information

from the informants. This was focused to a multiple case study to gather

information from the private elementary school teachers based on the experiences

and challenges in teaching students in the new normal. Presents the interview

results of five cases. Each case was guised in pseudonym to provide anonymity

and privacy for the choose cases.

Chapters 5 to 9 deliberately presents the description of each case with the

use of pseudonyms. Opted to have name codes based on the popular teacher

characters in video games named Emiri Kanou, a beautiful young teacher from

Persona 3, Hideo Shimazu, a disciplined karate master from Rival School,

Opalneria Rain, an extremely strict and realistic teacher, Quistis Trepe, an

extremely popular character from the Final Fantasy series and Raine Sage, a
 2

teacher who does her best to save people but has a hard time when it comes to

trusting people.

Chapter 10 outlines the cross-case analysis which present the result of the

qualitative multiple case study research questions which serve as the purveyor of

data from the informants. and in Chapter 11, the discussion, summary and

conclusions from the themes that surfaced from data analysis, implication for

practice, implication for future research and my concluding remarks of the study

were presented.

Chapter 2

REVIEW OF RELATED LITERATURE

This part covers the literature and readings linked to the study's topic.

Books, periodicals, and the internet were used as sources of information. These

readings help me in understanding the study's impact on other researchers and

the community as a whole. The various data, perspectives, and resources

presented by the various researchers may aid in resolving the various concerns

surrounding this study.

The New Normal

Within the new normal, the situation presents a unique challenge to every

educational leader’s decision-making process. Hence, to sustain the delivery of

quality of instruction to every school, this article presents opportunities for

 2

responding issues, problems and trends that are arising and will arise in the future

due to COVID-19 pandemic. Wearing of Face Masks and Physical Distancing

Along with the current spread of COVID-19 pandemic, physical distancing and

face masks wearing to public and private schools are compulsory once classes are

resumed or started. Governments around the world have issued policies and

guidelines to implement physical distancing in order to flatten the pandemic curve

(Greenstone & Nigam, 2020; Karalios, 2020; Thunstrom, 2020, Newbold, Finnoff,
15
Ashworth, M. & Shogren, J. 2020).

The pandemic ushers in a new normal, in which new ways of working and

learning are imposed by digitization. It pushes education even further into

technologization, a trend that has already begun thanks to commercialism and the

dominant market mindset. Many institutions had plans to make greater use of

technology in teaching. The outbreak of Covid-19 has meant that changes that

were supposed to take months or years had to be executed in a matter of days.

Digital technologies are the visible face of the immediate changes taking place in

society the commercial society and schools. The immediate solution to the closure

of schools is distance learning, with platforms proliferating and knowledge

demoted to information to be exchanged like a product, a phenomenon predicted

decades ago (Daniel, 2020; Karalis, 2020; Koopman, 2019).

Furthermore, the coronavirus (COVID-19) pandemic has been more than

a disaster; it has served as a global wake-up call to shift our paradigms and

perspectives. Not surprisingly, the epidemic has changed our perceptions of

normalcy as well as how we live. Normal is a relative term by definition, and we

 2

now have three different derivations: normal, new normal, and next normal.

Nonetheless, it's crucial to remember that one's new normal could be someone

else's normal, or that one's normal could have previously been someone else's

new normal. Likewise, normal  and new normal for some can be the next

16
normal  for others (Bozcurt & Sharma, 2020; Karalis, 2020).

In addition, with the current spread of COVID-19 pandemic, physical

distancing and face masks wearing to public and private schools are compulsory

once classes are resumed or started. Governments around the world have issued

policies and guidelines to implement physical distancing in order to flatten the

pandemic curve. Furthermore, as a public health intervention, wearing face masks

or even personal protective equipment (PPE) would most likely intercept the

transmission link and prevent infectious infections. As a result, students, faculty

members, and non-teaching staff should be compelled to wear face masks and

ensure physical separation when visiting schools (Greenstone & Nigam, 2020;

Pfattheicher, Nockur, Böhm, Sassenrath & Petersen, 2020; Tria, 2020).

Additionally, they'll also have to adhere to strict hygiene procedures, health

regulations, and other preventive measures like contact tracking, foot baths,

sanitation, and frequent handwashing. One of the challenges facing schools is

lowering the student-teacher ratio, which will result in issues such as a lack of

classrooms and other physical plants and facilities, as well as a shortage of

teachers and instructional materials. This transition to the new normal, from the

four corners of the classroom to the borders of virtual reality, every learning

institution needs to study how successful online learning is in providing quality

 2

education and outcomes-based education to students (Basilaia & Kvavadze, 2020;

Greenstone & Nigam, 2020; Toquero, 2020).

17
Strengthening Online Platforms

Strengthening Online Learning Platforms Nowadays, we all are staying in

our homes due to the lockdown policy implemented by the government. However,

learning should not halt. Different countries worldwide have introduced various

answers during the pandemic to continue the education process, the introduction

of distance learning. These are online learning platforms such as google, TV

broadcasts, guidelines, resources, video lectures and online channels were

introduced. Numerous innovative programs have been proposed by the different

learning sectors in the Philippines. The Department of Education emphasized that

it would not necessarily mean that teachers and learners will go to schools and

learn inside the classrooms and devised various modalities to ensure that online

learning a choice among all others in this new learning environment (UNESCO,

2020; DepEd, 2020).

Similarly, in the higher education institutions, new normal will be virtual

classrooms. The Commission on Higher Education suggested to strengthen online

platforms and blended learning such as but not limited to google classroom,

messenger, zoom, Facebook and YouTube. In addition, both will adopt numerous

learning delivery options such as but not limited to face-to-face, blended learnings,

distance learnings, and home-schooling and other modes of delivery. However,

the implementation would pose such problems on students who have limited

internet access, no gadgets and the poor (CHED, 2020; DepEd, 2020).
 2

Moreover, the Philippines has the lowest internet connectivity in Asia.

Besides, such challenges would be equity gaps, students’ security and safety,

quality of learning compromised and poor assessment results. Changes on the

grading system, assessment and evaluation of student’s performance will also be

a challenge to every administrator. In addition, laboratory activities in sciences and

other subjects that require performance such as Physical Education and culture

and arts would be limited to paper and pen test, unless schools will require

students to be physically present to be assessed through performance tests.

Teacher competencies in both pedagogy and technology should be reinforced

(Akamai, 2017; Basilaia & Kvavadze, 2020; DepEd, 2020; UNESCO,2020;

18
Toquero, 2020).

Teaching and Learning Modality (Platform)

Private school teachers are being challenged by the lack of training on the

different online platforms for online teaching and learning process and assessment

of learning this new normal . The advent of the current COVID-19 pandemic

almost halted the education process between teachers and students.

Nonetheless, the government strived and overcame all the challenges posited by

the pandemic and forged forward to continue the learning experience of students

to provide substantial support in the learning modalities of students and cater the

basic needs of teachers and students for the teaching and learning process.

Different learning modalities provided various avenues to the learners to the most

convenient and available modes of learning to which they preferred to select and

experience. In order to be ready with online teaching, teachers must be provided

 2

with a solid foundation of knowledge and skills in digital media and develop new

understandings, new approaches, new roles, new forms of professional

development, and new attitudes about technology integration (Abante, Cruz,

199
Guevarra, Lanada, Macale, Roque & Cabrera 2021; Lawless, 2019).

However, teacher competencies in both pedagogy and technology should

be reinforced. This transition to the new normal, from the four corners of the

classroom to the borders of virtual reality, every learning institution needs to study

how successful online learning is in providing quality education and outcomes-

based education to students. In addition, laboratory activities in sciences and other

subjects that require performance such as Physical Education and culture and arts

would be limited to paper and pen test, unless schools will require students to be

physically present to be assessed through performance tests. In addition, extra-

curricular activities in school such as scouting, proms, sports intramurals, contests

and foundation day will be reduced and discontinued. In terms of teaching, teacher

training to online instruction, blended learning and distance learning is also

recommended in order to adjust to the new instructional format (Basilaia &

Kvavadze, 2020; Toquero, 2020).

Teachers’ Emotion and Identity Work During a Pandemic

In the education community, March 2020 will be eternally remembered as

the month when practically all of the world's schools close their doors. Teachers all

over were obliged to shift gears promptly in reaction to the COVID-19 school

closings in order to cater to kids' and families' needs using synchronous and

asynchronous virtual instruction. Teachers reacted almost immediately to be asked

 2

to teach in new ways. They've recorded themselves conducting experiments, had

Zoom show-and-tell with Kindergarteners, produced resources for kids with limited

access to the Internet, and even demonstrated concepts outside of students'

screen doors. Some teachers reported being busier than they were before the

school buildings closed, as they were expected to be present and available, with

office hours during lunch, and student groups arriving and leaving throughout the

day (Sawchuck and Samuel, 2020; Strauss, 2020; Winthrop,2020).

20
A Range of Teaching Approaches

All sectors worldwide, including education, have been devastated by the

impacts of COVID-19 pandemic. As we approach the new normal in the post-

COVID-19 era, there is a need to consider education anew in the light of emerging

opportunities and challenges. Furthermore, 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. The complete

online modality of the instructional approach during the post-COVID-19 era can be

feasible. For example, in China that was the first epicenter of the virus, more than

180 million children were ordered to remain at home. But while schools were

closed for quarantine, education had to continue but this time in an altered

modality. It was implemented online through a variety of online courses and

electronic textbooks (Cahapay, 2020; Patrinos & Shmis, 2020).

An Online Project-Based learning model to improve students’ thinking ability

in the New Normal.
 2

Furthermore, in the new normal situation, students must carry out learning

at home online. The method used is a literature review. Benefits and competency

development of online learning need to be considered. One of the competencies

that need to be developed in the new normal is the ability to think. Unlike before

the COVID 19 pandemic outbreak, students' thinking skills can be developed

through face-to-face learning with teachers and peers. However, in this new

normal era, there is a need to modify online learning strategies to improve thinking

skills. Project-based learning is a learning strategy in which learning orientation is

carried out by doing long-term assignments. Project-based learning can be done

online and adapted to the current new normal situation (Bhakti, Noor, Ghiffari,

Nurpitasari, & Oktradiksa, 2021; Triatmojo & Priyadi, 2021). 21

Proficiency in Applying Technological Devices

Proficiency in applying technology that must be mastered by elementary

school teachers when implementing online learning. The availability of

technological devices without the ability to implement will become obstacles in

teaching and learning activities. Despite the many social media that provide tips on

using a media, there are still many teachers who have not mastered it. Based on

the results of the study, 67.6% of teachers are less adopt at implementing

technology. This is natural because teaching and learning is mostly conducted

through face-to-face interactions. In fact, based on the survey some teachers are

implementing offline learning during COVID-19 pandemic era due to various

limitations that both teachers and students have (Andarwulan, Fajri & Damayanti,

2021; Purwanto, Asbari, Zaharah & Kirilova, 2020).

 2

Lecturer Readiness for Online Classes and Measuring Online Learning

22
Readiness During Pandemic

Due to the COVID-19 pandemic, most educational institutions across the

world have shifted their teaching and learning processes and put efforts into

preparing online distance education to ensure education continues uninterrupted.

Some did not face difficult tasks or challenges during this process because they

were already implementing online or blended learning before the pandemic. The

need for information and communication technology (ICT) competencies and

improved digital infrastructure are the main requirement to conduct the distance

learning or online learning. In addition, both teachers and students must be

adapted with this “abnormal” condition since the online learning has been officially

applied by Indonesian government during March until end of 2020. However, a

quick change to online learning has left students and teachers with insufficient time

to prepare (Akmal, Rahmawati, Hendri, & Sari, 2021; Junus, Santoso, Putra,

Gandhi & Siswantining, 2021).

Faculty Perceptions of Teaching Online During the COVID-19

Understanding the perceptions of faculty regarding online education is

necessary to ensure instructors are effective and prepared in the classroom. Areas

such as creating online assignments, managing grades, time management, and

technical competencies as to navigating the course management system, basic

computer operations are among the competencies faculty find most necessary for

success in online teaching. Similarly, using the technological pedagogical content

knowledge model. Survey data and semi-structured interviews were used to

 2

assess faculty readiness (Houshmandi, Rezaei, Hatami, and Molaei, 2019; Vang,

Martin, & Wang, 2020).

The Transformation of Learning During Covid-19 Pandemic Towards the New

23
Normal Era

To ensure that learning remains effective and efficient, the planned

learning transformation process comprises the transformation of learning

technology and learning media in distance learning, as well as the transformation

of learning designs, learning models, and learning evaluations. There are various

learning issues in the transition process, including: teacher and student technology

competencies are still lacking, and learning facilities and internet access are not

uniformly distributed. The ability of educators and pupils to grow well is one of the

positive effects of the Covid-19 epidemic. Educators and students are "forced" to

use accessible learning technology and platforms to teach and learn. In the areas

of financial and emotional assistance, monitoring studies, counsel, and material

support, parents participate in their children's home orientation (Hatip,

Krishnamurthy, 2020; Rizvi & Nabi, 2021).

Perceived Reforms for Teachers

The new K-12 curriculum aims to simplify the topics available to Filipino

pupils. It also aims to improve students' global competitiveness by holding student-

centered classes. DepEd wants its students to be equipped for the challenges of

the twenty-first century. However, according to their findings, the Philippine K-12

curriculum caters to what they refer to as globalization from below and

globalization from above, which they define as a strategy for addressing social

inequities that exist in the country. As a result of the teachers' facilitation of what
 2

was written, some of the kids' issues have become more real. Teachers and

students are expected to communicate with each other under COVID-19, and this

may remain the case even after Enhanced Community Quarantine (ECQ) (Adarlo

& Jackson; 2017; Bongco & David, 2020; Fatulan & Mamhot, 2018; Reimers and

Schleicher, 2020).
24
Hybrid Classroom and the Effectiveness of Hybrid Learning

The COVID-19 pandemic has struck the world, prompting the enforcement

of stay-at-home policies to halt the spread of COVID-19. The COVID-19 pandemic

has necessitated social distance due to social distancing, quarantine, and isolation

to minimize the spread of the virus. During the COVID-19 pandemic, an online

learning system was used. Using information and communication technology to

work or learn from home will become the new standard in the future. By shifting

some people to internet from their homes, the hybrid classroom concept tries to

reduce the number of persons involved in each activity. During operating sessions,

the hybrid room has been developed to allow online and physical attendees to

communicate. The issues and obstacles that develop during the installation of

prototype rooms, as well as the answers and future direction of this work

(Sumandiyar, Husain, Sumule, Nanda & Fachruddin, 2021; Triyason,

Tassanaviboon & Kanthamanon, 2020).

Coping with the New Normal Imposed by Covid-19 Pandemic: Lessons for
Technology Management and Governance

For schools and universities, the move to virtual learning was required to

ensure the safety of the students and staff. During the past 6 months, while the

governments and university administrators have pondered the scope and timing of
 2

re-opening. Many said this online mode is here to stay as a “new normal” with

implications for the related communities. New York University professor Scott

Galloway stated, “It is a day of reckoning for colleges and universities and some

universities are about to be walking dead. Regardless of the effect of the changed

educational model on universities and their related economies, one very important

question is whether online learning is truly beneficial to students. The anecdotal

discussions with colleagues and students suggest that students do not really get a

wholesome learning experience in the completely virtual format. Families have

found this new virtual learning arrangement stressful, resulting in escalated anxiety

and depression (Chapados, 2020; Kelloway, Arnold, & Myrick, K 2020; Roos &

Tomfohr-Madsen, 2020). 
25

Counseling Challenges in the New Normal: Inputs for Quality Guidance and
Counseling Program

With no face-to-face classes until a vaccine is available, schools have to

adjust and learning must continue in different modalities. In the Philippines, online

learning delivery is the primary mode of learning with many private schools

adapting it. Learning continuity plan was created and the Department of Education

set the most essential learning competencies for school year 2020-2021. Since

education is a holistic approach, the mental and emotional well-being of the

students must also be given significant attention. Counseling, a strong support in

the welfare of the students, is needed to address the different concerns of the

students. However, guidance counselors see a lot of challenges in providing

counseling to students in an online environment. They have doubts in being truly

 2

present with the students. Potential mental and emotional health issues have been

identified and preparations were made that will make the guidance and counseling

services more felt and reliable despite being in an online modality (Ahmed &

Firdous, 2020; Arrieta & Valeria, 2021).

26
Different Perspectives of the New Normal After Covid-19

Scholars from several professions have given their thoughts on the "new

normal" following COVID-19. To avert a recurrence of the pandemic, experts from

healthcare service organizations stressed that everyone should establish

healthcare preventative strategies, such as better personal hygiene, managing

social distance, and wearing masks in public places. Returning to a "new normal"

classroom in the education community would not be an easy undertaking, and it

would entail far more than providing technology to all students. While there are

many various viewpoints on the "new normal" in the literature, few studies have

focused on K-12 teachers' perspectives. Understanding K-12 teachers'

perspectives of the "new normal" is crucial to being better prepared for it

(Abayadeera, 2020; Ingrassia, Capogna, Diaz-Navarro, Szyld, Tomola & Leon-

Castelao, 2020; Morales, 2020).

Benefits of Education Social Networks in New Normal

Education Social Networks (ESNs) as we call it are considered all the

online modalities, platforms, apps that harness online engagement of large

audience or population and are easily transformed on other types of social media.

These ESNs open new opportunities to educate the students and enhance peer to

peer discussion, besides be a reference for further learning or development. ESNs

 2

are mostly today going towards also open-access platforms. Many of them have

been now uploaded and can be accessed through youtube. Pandemic spread over

210 countries has adversely impacted all areas of life, including education.

Therefore, many universities started distance learning (DL) programs, or e-learning

within the first few weeks from the reach of virus and the applying of social

distancing or lockdown. The availability of the simple access to ESN has managed

to close the infrastructure gap and made the difference in how the faculty manages

the e-class. (Budi, Ludjen, Aula, Prathama, Maulan, Siswoyo, & Prihantono, 2020;

Chow, Tan, Henry, Kanne, Sekhar, 2020; Mpaata, 2017).

27
Navigating the New Normal Learning Environment in the New Normal

The COVID-19 pandemic has wreaked havoc on our social lives, notably

in the realm of education. As a result, several forms of online learning

management systems have emerged, reflecting teachers' efforts to redefine the

duties of education in the face of the global crisis. Using a case study approach,

this study looked at two aspects of a school's initial virtual learning environment

implementation: first, the conditions that created, facilitated, and enhanced the

prospects for learning through digital mediated instruction; and second, how

teachers navigated challenges and opportunities in teaching in the new normal.

This examination led to the researchers’ theorizing them as active social actors

who are deemed to be co-constructors in the new education landscape

(Murugaiah & Yen, 2019; Romerosa, Lacuata & Rivera, 2022).

Teaching and Learning Transformation in the Time of Corona Virus Crisis

 2

Due to the onslaught of the current epidemic, Covid19, the education

environment altered virtually overnight from in-person to online. We have a

responsibility as educators to create an online teaching environment that is as

equal as feasible to its face-to-face counterpart, one that is free of the idea that

online classes and programs are inferior. We propose that a "gold-standard" for

online classes be established, which may be used as a baseline for fully or partially

online classes. There are ramifications for further research into how we deliver

higher education online courses. Because of the rising reliance on online platforms

for course management and video conferencing, these systems must be as

frictionless, as well as inclusive (Barnett, 2022; Dick, Akbulut & Matta, 2020).
28
Online Teaching During Covid-19 School Closure

The COVID-19 pandemic has created unprecedented obstacles for

teachers, forcing them to adjust to teaching online. Until March 2020, a typical

school day consisted of pupils arriving in classrooms according to their schedules

and professors covering the standard curriculum of their disciplines, often through

formal lectures. Students were expected to pay attention to their professors, work

independently or in groups, and primarily repeat knowledge in exams. ICT use, on

the other hand, was restricted. Alternative forms of education were the only way to

keep teaching and learning going. Teachers were had to adapt to online teaching,

which required them to use a variety of digital tools and resources to address

problems and adopt new teaching and learning strategies. Teachers were required

to keep touch with their pupils in addition to their teaching aims in order to account
 2

for the social integration of their learning groups (Gewerkschaft Erziehung und

Wissenschaft, 2020; Huber & Helm, 2020; Eickelmann & Gerick, 2020).

Synthesis of the Study

The review of related literature above conclude of the brief summary of the

literature and its implications. This consists of 1 paragraph which discuss in brief

how similar or different the previously read and included literatures are to the

current study. In order to be ready with online teaching, teachers must be provided

with a solid foundation of knowledge and skills in digital media and develop new

understandings, new approaches, new roles, new forms of professional

development, and new attitudes about technology integration. It would not

necessarily mean that teachers and learners will go to schools and learn inside the

classrooms and devised various modalities to ensure that online learning a choice

among all others in this new learning environment (DepEd, 2020; Lawless, 2019;

Ruggiero & Mong, 2015; UNESCO, 2020).

Chapter 3

METHOD

Presented in this chapter are the nature of the study, the research design

used with regard to presentation, analysis and interpretation, the philosophical

assumptions, role of the researcher, research participants, the data collection

process and data analysis.

Research Design
 2

The present study employed qualitative research design specifically a case

study and particularly adopted a case study design. Case study research is a

qualitative approach in which the researcher explores a real life, contemporary

bounded or multiple bounded systems over time, through detailed, in-depth data

collection involving multiple sources of information and reports a case description

and case themes through the unit of analysis of either multiple cases or single

case (Creswell, 2014; Stake, 1995).

Accordingly, case study is also concerned with the study of human

perception of events or phenomena from the actual happenings in the real world.

It is reliving the experiences of the participants involved in the study and going

deeper into their thoughts, identifying the essence of the experience as described

by the participants, through lengthy discussions (Campbell, 2011; Creswell, 2007;

30
Giorgi, 2000; Speziale and Carpenter, 2007; Willis, 2011).

In this particular study, aside from knowing the experiences of private

school teachers, the researcher tried to investigate in these challenges of various

reactions to or perceptions of a particular phenomenon where he hoped to gain

some insight into the participants. I choose the case study method because it is an

efficient way to obtain a clear grasp of human experiences by probing into their

thoughts, feelings, and actions in order to gain insights from them. It depicted the

exact elements of the incident and how the subjects in the circumstance viewed

them. It was an ideal tool for my research, as I needed to imagine and investigate

the actual experiences of private elementary school teachers in the school. A case
 2

study describes the significance of multiple people's lived experiences with a

concept or occurrence (Hancock, Ockleford, Windridge, 2009; Leonard, 2010).

In this study, I used particular approaches such as in-depth interviews and

note-taking, paying close attention to details and the relevance of emotional

content, which revealed a wide range of human experiences among the

participants. In phenomenological research, the goal of a research interview is to

get as detailed a description of a participant's experience as possible (Giorgi,

2009).

Role of the Researcher

I am a private elementary school teacher and I am willing to do my duty as

an educator. It was through this lens that I become interested in exploring more

about the experiences and challenges of private school teachers in the new

normal. As the primary data collection instrument, I had to identify and harmonize

my personal values, perceptions and my personal experience being a private

elementary school teacher. In my experience, I’m struggling in delivery of the

lessons, it’s a big difference in face-to-face teaching, we need to have a strong

patience just to deliver the lesson very well and teach students in a limited time

(Reynolds, Ding & Li, 2022).

Technologies and internet connection are one of the factors that I’m also

struggling but I never give up and ensuring that I would create new learning

environments for my students to allow education to them to continue amidst this

pandemic situation. Our role as teacher is not easy, solving real-world problems

and creating something new or better is much difficult but for students to
 2

undertake these endeavors, they will need to depend on educators to craft

problems for them to solve; or products for them to create. We teachers must be

crafters of real-world problems.

As a private elementary school teacher, I was motivated to dig deeper in

their experiences and insights. This endeavor explored some of the challenges

and experiences of participants that they faced in their workplace. This topic

ignited my interest since I am a teacher.

This study has a personal bearing for me, being a teacher in private

school, I personally gathered the data by conducting the in-depth interviews using

the interview guide questions among five informants.

Research Participants

The primary objective of qualitative multiple case study is to obtain

information by engaging individuals who are involved or affected by the issue

under study. From this perspective, the appropriate participants should have
32
knowledge and experience of the topic being studied.

The research participants of this case study are five (5) selected private

elementary school teachers, specifically from Selargon Learning Academy

Incorporated, General Santos City, School Year 2020-2021. Since, the primary

goal of this multiple case study is to learn about the experiences and challenges of

private school teachers as they face the transition to the new normal.

I took their willingness to participate in the study as evidence that I had

gathered enough data for the case analysis. I used purposeful sampling to pick the

participants for this investigation. This entailed locating and selecting individuals or
 2

groups of individuals who are particularly informed or experienced about a

particular topic or interest.

Data Collection

Interviews are used in qualitative multiple case study research to uncover

meaning structures that people employ to organize their experiences and make

sense of their surroundings. The informants often take these structures for granted

since they are hidden from direct sight; however, qualitative interview techniques

can disclose such meanings. A qualitative research interview is a dialogue whose

goal is to collect descriptions of the interviewee's life-world in order to interpret the

meaning of the described phenomena. The purpose of a qualitative research

interview is to study the experiences, views, or belief of an individual on a specific

subject or topic. In qualitative research methods, interviews help you to get a

deeper understanding of social trends as compared to the data collected using

quantitative methods such as questionnaires (Bhasin, 2019; Brinkmann & Kvale,

2018).

Furthermore, the importance of a rigorous data gathering procedure since it

ensures that the data acquired is both defined and correct, as well as the reliability

of subsequent decisions based on the results' reasons. The process serves as a

benchmark against which to gauge progress and, in some situations, a target for

what has to be improved. The three simple proposals will be useful in this scenario,

as he recommended that the three basic phases for acquiring reliable data are

planning, acquisition, and future-proofing. Every study, without a doubt, benefits

from careful planning. The goals of a particular study are identified, known, and
 2

understood at this stage. It is equally important for the researcher to have a

systematic format for the acquired data, such as questionnaires and guide

questions, when collecting data (Denscombe, 2017; Mohajan, 2018).

Significantly, data must be future-proof, which implies that the collected data

must be consistent, private, and secure. I went through the following processes in

gathering data for the study: conducting in-depth interviews with study informants

and taking notes. I made sure that ethical considerations were adequately

observed before performing the actual in-depth interviews with the study

participants. I used the key ethical principles of consent and confidentiality (Arifin,

2018; Goodwin, Mays, Pope, 2020).

In order to assure ethical and social components of the research

endeavors, I evaluated and created protocols while conducting this case study.

The researcher will obtain permission to conduct the study from the Selargon
34
Learning Academy Incorporated where the informants work.

Following that, letters of invitation to participate in the study were sent to

those who had been identified as potential informants. When the informants

agreed to the request, the data collection process began. The researcher

explained the study's objective to the informants and obtained their consent to

record their responses for analysis and interpretation, assuring them that their

responses would be kept in strict confidence.

The informants were told of their position in the study and the extent to

which they were involved, and the researcher had no personal stake in any

qualitative personal narratives that were recorded.

 2

The following tactics or undertakings were done and observed during data

collection, after approval was obtained, and after the guide questions were

thoroughly evaluated to guarantee the suitability and validity of the study

instrument.

First, I assembled the required resources, which included the venue and an

audio/voice recorder. During the initial encounter with the informants, the location

and time were selected, and purposeful observations were made to acquire

firsthand information about people and places at the research site.

Second, the informants were given a copy of the consent form to sign

before the interview. It included the study's objectives, approaches, and

methodology, confidentiality, and advantages, as well as the researcher's contact

information. If any questions or clarifications about the purpose arose, the

informants were given every opportunity to ask. The consent forms were then

retrieved with no further queries or clarifications. It was followed by a consent form

for the participants. The agreement, according to the form, is not merely for

conducting research but also for becoming a partner and co-researcher with the
35
informants.

Third, after the interview process, the researcher transcribed the audio

recordings and used member checking as a technique of validation, in which the

informants read and confirmed the contents of the interview transcripts and signed

them. The data's dependability was signaled by such a validation method. Finally,

numerous sources of data were used in the case study data collection approach,

including interviews, documents, and observations.

 2

Analysis of Data

In this research study, data analysis entailed summarizing the information

gathered and presenting the findings in a way that communicated the most

significant aspects. The data was evaluated with the use of a data reduction

method, data visualization, generating conclusions, and verification (Hancock,

Algozzine & Lim, 2021; Mezmir, 2020).

Three steps were used in the data analysis. Breaking down a whole into its

constituent parts for individual study is referred to as analysis. Data analysis is the

act of taking raw data and turning it into information that users can use to make

decisions. To answer questions, test hypotheses, or disprove theories, data is

collected and examined (Castleberry & Nolen, 2018; Tracy, 2019). 

The data is analyzed using interpretive phenomenological analysis (IPA)

methodologies, on the other hand. The first interview, the first observation, and the

first document accessed in the study all serve as starting points for the analysis.

The first step in an IPA analysis was to immerse oneself in the original data by

reading and re-reading participant responses and making notes that reflected the

researcher's initial impressions. Step two involved finding and labeling themes that

describe each portion of the text in order to reduce the volume of detail in the data.

Theme titles are conceptual at this point, and should express something about the

basic essence of what the text represents. Step three involved searching for

connections across identified themes, and clustering them into structured themes

that made sense in relation to the original data. During the last step, the researcher

looked for patterns across interviews in order to integrate themes into an inclusive,
 2

master list with which to summarize and understand the phenomenon of interest

(MacLeod, 2019; Larkin, Shaw & Flowers, 2019).

Trustworthiness

The degree to which the conclusions of a study are regarded to accurately

rebuild and represent the realities given by participants is measured by

trustworthiness. The topic of how a researcher may persuade his or her listeners

that the findings of an investigation are worth paying attention to and taking into

account is addressed by the concept of trustworthiness. The evaluative criteria

used to determine reliability and validity in quantitative research are not very

applicable when assessing the reliability of qualitative research. Alternative

evaluative phraseology is offered instead, such as consistency, truth value, and

neutrality (Lincoln & Guba, 2013; Yadav, 2021).

I looked at the study's four components to see if it was trustworthy:

credibility, conformability, transferability, and dependability. Peer debriefing and

member vetting were used to establish credibility. Peer debriefing was

accomplished by a collaborative discussion among my co-researchers in which we

reviewed research-related topics and methods.

Conformability was handled by ensuring that the conclusions of the study are

based on the experiences and ideas gleaned from the in-depth interview, rather

than my own personal qualities and preferences as a researcher. Data

triangulation was also used to determine conformability. It is achieved by cross-

checking the data with different people in order to look for inconsistencies in the

research data. External audits, who are not involved in the research process, are
 2

also used to ensure conformability. They looked at the research study's process as

well as the end product to assess its accuracy and determine whether the findings,

interpretations, and conclusions are supported by the facts.

The term "transferability" was used by research readers. It does not offer

sweeping statements, but rather invites research readers to draw connections

between study materials and their own experiences. The researcher completed

several parts of data management, as noted in the archival log, to address

transferability. The complete sets of interview protocols are included in the archive.

Transcripts and translated versions of the transcripts are on file and can be

requested. This access to the investigation's paper trail allows readers and other

researchers to apply the findings of this investigation to other cases or to replicate

the techniques of this study as closely as feasible (Kyngäs, Kääriäinen & Elo,
38
2020; Maxwell, 2021).

Dependability is ensured by adhering to the proper procedures, which should

be documented in detail so that future researchers can replicate the study. It is

also accomplished through the use of exact and accurate research design and

implementation, as well as the description of what was intended and executed.

Data collection operational details are also completed. Dependability highlights the

researcher's responsibility to account for the study's changing setting. The

researcher is accountable for describing changes in the setting and how these

changes affected the study's strategy. Readers of research utilized the concept of

transferability.
 2

Dependability is a criterion that is similar to reliability in that it is concerned

with the consistency of the findings across time. Furthermore, the standard

qualitative strategies such as audit trails, detailed documentation, triangulation,

and classic approaches such as inter-coder or inter-observer agreement, as well

as code-recode consistency using the same human instrument, improve reliability.

The results are more dependable and valid if the researcher has been consistent

throughout the research process. (Ramsey, 2010; Sinkovics, Penz & Ghauri, 2008;

Suter, 2012).

Ethical Consideration

There is major ethical consideration that has distinct implications for

this qualitative research. These issues and concerns might come out basically from

the methodology that was involved in this study. The ethical challenges that were

applicable in this research concern were the issues of the proper operation on the

study, confidentiality and anonymity. This study followed the standards of the

RMMC Ethics and Review Committee for the guidelines of ethical consideration
39
particularly in addressing the population and data such as, but not limited to: \6

Voluntary Participation. The participants were granted the option to

participate without any plan of repercussion or reparations or loss of benefits.

Therefore, after the purpose and the benefits of the study were shown to the

participating person, the rights of the participant to provide the body of knowledge

were carefully measured and foresighted upon. In this study, the participants were

not forced to be part of the study. They are free to withdraw their participation

when they feel uncomfortable during the conduct of the study.

 2

Privacy and confidentiality. Participants have the right to privacy that

should not be violated without informed consent to conform to the existing Data

Privacy Act 2012, an act protecting the fundamental human right of privacy. One

way of observing privacy and confidentiality in this quantitative research is to give

options to the respondents of not indicating their name on the survey

questionnaire. Besides, confidentiality and privacy were attained by not publishing

the demographic data of the informants such as the age, gender, occupation,

employment, disease if there is any. Hence, their identity was kept as confidential

for safety purposes. Even their responses to the items in the survey questionnaire

were held and considered as confidential. 40

Informed consent process. The prospective research respondents were

fully informed about the objectives, methods and benefits of the research as

comprehensively as possible within the framework of the study. The consent of the

respondents was obtained indicating that their participation was asked on a

voluntary basis. This was done in written form stating all the important details to be

disclosed to the participants and the manner that the survey was conducted. The

respondents were asked to affix their signature on the inform consent form

confirming that the respondents voluntarily agree to participate in the survey. Since

the respondents were consenting adults, there was no need to ask for parent’s

consent. The names of the respondents did not appear in the survey questionnaire

and their answers were held confidentially and that the participants were fully

aware that they can withdraw at any time from participating in the study.
 2

Furthermore, any data that the researcher gathered were protected and the

release of any information would follow through a strict informed consent process.

The participants would have a sense of control over their personal information to

lessen their fear that the data or information would be used in any other

unintended manner.

Recruitment. The respondents were informed of the reasons of why they

had become part of the study. In order for the respondents to understand what the

study was all about. The researcher explained the purpose of the study so that

they could further infer to the researcher and they could also view the essence of

the study. Apart from the letter, the researcher gave the rationale of the study and

its significance.

Risks. Research shall be conducted only if there is an acceptable positive

benefit-risk ratio. In this study, the need to protect the participants from significant

harm is equally important. The study prioritized the welfare of the respondents.

Furthermore, the respondents were not put into harm since their identity was held

confidentially. Their security and safety were the utmost concern. As the

researcher, there was a need to ensure that the respondents were physically,

emotionally, and socially ready. In answering the survey questionnaire, the

researcher made a way that the respondents did not feel discomfort or awkward.

Benefits. This study would be beneficial to the respondents since the

results would serve as an eye-opener for the DepEd officials, school

administrators, and even elementary teachers on creating programs and ways on

 2

how to improve the work well-being of the Private Elementary School teachers in

the school community in order to increase work engagement which would lead to

job satisfaction. This study has been conducted for a purpose: to serve its internal

and external stakeholders, most especially the students. Furthermore, to achieve

beneficence in research, the researcher did all the aspects that would not harm the

lives of the respondents, thus, would benefit on the further undertakings with

regards to the related studies. The most essential to all in achieving benefits is the

rise of important learning.

Plagiarism. The study had no trace or evidence of misinterpretation of

someone else’s work. The study was subjected to plagiarism detectors like

Grammarly or Turnitin software. As a researcher, there is a need to have that

positive character and integrity, which are associated with moral virtues and

values. The researcher must have better knowledge about the paradigm of

plagiarism to have a credible research paper.

Fabrication. The study had no indication or cue of purposive

misinterpretation of what had been done. There was no making up of data and

results or purposefully putting forward conclusions that were not accurate. The

researcher employed and integrated theories that were related to the information

and other inferential concepts.

Falsification. The study had no trace of purposefully misrepresenting the

work to fit a model or theoretical expectation and had no evidence of over claiming

or exaggeration. Added to that, this study was not adhering to manipulating the
 2

data, which involved formulating statements or disregarding important details,

maneuvering materials, tools or methodologies that would mislead others.

Conflict of Interest (COI). The study had no trace of conflict of interest

like for example, the disclosure of COI, which is a set of conditions in which

professional judgment concerning primary interest such as participants’ welfare or

the validity of the research tends to be influenced by a secondary interest such as

financial or academic gains or recognitions. Furthermore, the researcher had no

control or influence over the respondents, forcing them to be part of the study.

Deceit. The study had no trace of misleading the respondents to any

possible danger. There must be humongous protection on the rights of the

participants in any study, especially that they have attained higher education, so

balanced and appropriate principles shall have adhered to. 44

Permission from Organization/Location. The researcher of this study

followed protocols. Upon receiving the signal from the panelists, the adviser, and

the committee of the RMMCERC, the researcher sought approval from the School

President of the selected Private School in Region XII for the conduct of the study

through a formal letter. After this, the researcher made a formal letter addressed to

the School President of the school involved in the study. The Private School

Teachers who were part of the study were oriented before administering the survey

questionnaire.

Authorship. The researcher of the study is currently enrolled in the

RMMC Graduate School. He had undergone series of revisions for his thesis
 2

based on the suggestions and recommendations made by his adviser who had

guided the researcher all throughout for the completion of this paper. The

refinement of the paper had been made possible through the guidance of his

researcher. The researcher also followed the standards of the RMMC Ethics

Review Committee for the guidelines of ethical consideration.

Chapter 4

RESULT

The focus of this qualitative multiple case study was to gather information

from the private elementary school teachers based on their experiences and

challenges in teaching students in the new normal. This study also presents the
 2

interview results of five cases. Each case was guised in a pseudonym to provide

anonymity and privacy for the chosen cases. I opted to have a name codes based

on the popular teacher characters in video games because nearly everyone in the

developed world will attend school at some point in their lives, and teachers help

shape the very fabric of society. Some teachers are overly-strict and enforce the

rules without waver; others are well-meaning hippies who reject routine and

repetition. Some teachers treat their students with apathy; others show their

students a little too much attention.

A great teacher will lead by example and find creative ways to motivate their

students, but this isn’t necessarily a list of individuals who are good at their jobs.

Bad teachers can be just as memorable or significant as good teachers are, so

46
they’ll be considered for this video games characters too.

The focus of this study deals on private elementary school teachers. Case 1

Emiri Kanou is a beautiful young teacher from the video game series “Persona 3”.

Case 2 is Hideo Shimazu, a disciplined karate master from the “Rival Schools”

game series, Hideo is awkward in most social situations. Case 3 is Opalneria Rain,

is an extremely strict and realistic teacher to her class in a wizard school. Also,

Case 4 is Quistis Trepe, an extremely popular character from the “Final Fantasy”

series, Quistis is the youngest school teacher. She is introverted and distant in

nature. Case 5 is Raine Sage, is a teacher name who does her best to save

people but has a hard time when it comes to trusting people.

There were one research question and a sub-question as a guide for the in-

depth interview. The first question posted was How can a teacher of private
 2

elementary schools in the new normal be described and as sub-questions, how do

teachers in the private elementary school describe their experiences and

challenges in teaching students in the new normal. The interview process was well

documented and audio-recorded. Each of the five informants was assured by the

researchers with confidentiality and non-disclosure. As a result, there is a

consistency in the revelations from five cases in the study.

The five informants involved in the case study Emiri Kanou, Hideo Shimazu,

Opalneria Rain, Quistis Trepe, and Rain Sage, (all pseudonyms). The following

chapters present the detailed description of the five cases.

Chapter 5

Case 1 - Emiri Kanou

Emiri (not her real name) is an acting head teacher for eight years. She is

handling Kinder 1 and Kinder 2 pupils. An educator who offered her best service to
 2

the pupils and create effective strategies in learning to ensure her pupils will be

able learn.

How can a Teacher of Private Elementary Schools in the New Normal

be described?

When Emiri asked, she answered:

A teacher of private elementary schools in the new normal

described as an internet and technology-based learning
facilitator (GSCIDIPST#1).

When Emiri asked how do teachers in the private elementary school

described their experiences and challenges in teaching students in the new

normal? she straightforwardly responded:

For me it’s very hard and challenging, because the

classroom setting is different from face-to-face setting in a
previous year. It is very challenging for me also as a
teacher in handling my students especially in kindergarten.
If I am relying only based on the lessons in the modules it
is definitely not the same approach that I’m going to use,
as I am experience right now in my classes it’s a little bit
difficult. Aside from this, the skills in using an online
platform like google meet, zoom, and other social media
platform to have online class. If we teachers are not
familiar with this platform, it is very difficult if we are not
familiar. We need to analyze the steps and familiar
everything (GSCIDIPST#1). 48

When Emiri asked what challenges did you encountered in teaching

students in the new normal setting, she answered:

In teaching my students I rely only on the modules given by

the school and aside from this, I am struggling sometimes
with the internet connection and some students having
difficulties from it. Comparing to the face-to-face teaching
you can elaborate your lessons very well to the students
where as in online teaching it’s a little bit hard and some
 2

students did not really understand the lessons.

(GSCIDIPST#1).

Emiri was asked what coping mechanisms and/or interventions did you

apply in those challenges encountered? she responded:

One of the coping mechanism that I’ve been apply is the

used of online platform like google meet/zoom application to
make my students really feel that they are in the classroom
setting. For the intervention, I’m always find effective ways or
any teaching strategies to help my students really
understand the lesson and to help them to adap,t to suit their
needs in the new normal setting (GSCIDIPST#1).

Emiri was asked how do you feel about them? Do these change your

perception? her response was:

For me, I’ve been adjusting in this new set-up, I need to

cope-up myself with the new technologies and using online
platforms. The time I consume in teaching is very limited, I
cannot extend extra time for my activities compare to face-to-
face teaching in a past years. As a teacher, it does not
change my perception because for me a teacher has an
obligation to do the tasks given to them. It is a responsibility
of a teacher to impart knowledge and ensure the students
are really participating and learning through the lessons and
activities that I have given (GSCIDIPST#1).

When she was asked how does new normal impact you personally as a
49
teacher? She responded:

Personally, it has an impact for me as a teacher. It really

tests my patience and understanding with my students to this
new way of class discussion. The new normal changes many
things, just like the way I teach and the way I communicate
with my students. Need a lot of adjustments and embracing
the new online platforms by the use of modern technology in
teaching that would establish connection and interaction of
the students and teachers at a different level toward a rich
learning environment (GSCIDIPST#1).
 2

When Emiri was asked also how does handling students in the new

normal affect your professional life?

For me it limits how the way I teach, my interaction with my

students are really affected because there is no face-to-face
interaction. It affects my professional life being a teacher
because I felt that I cannot offer enough knowledge for the
betterment of my students’ learnings (GSCIDIPST#1).

When Emiri was asked how does handling students in the new normal

affect your teaching approach? She answered:

Compare to the face-to-face class I can really apply many

teaching strategies that I can freely give to my students and
explain anything what is the lesson all about. I can discuss
properly my lessons wherein I will be able to used videos,
some application tools and websites to provide much
information that my students’ needs. Sometimes the internet
connection is one of the main problem because some of the
parts of the lessons cannot be applied in online class. The
teaching approach that I am using is not really applied to the
class (GSCIDIPST#1).

When Emiri asked how does new normal affect your relationship with

students, parents, co-teachers and colleagues? Why do you say so? She
50
answered:

My relationship with my students is not the same compare to

the face-to-face interaction. Less interaction and I cannot
directly monitor them during activities. In face-to-face class I
can easily explain everything about the lesson and there is
no limited of time, unlike in the new normal the internet
connection sometimes is the problem, I’m struggling always
in giving my lessons. In the parents it’s just like there is no
proper interaction happened”. When it comes to my co-
teachers and my colleagues, we interact/communicate
sometimes by using online platform like facebook,
messenger or google meet if we have an online class,
compared to face-to-face class we meet every day and talk
everything (GSCIDIPST#1).
 2

When Emiri asked how do you find your performance being a teacher in

the new normal? Is it frustrating? Or Satisfying? She responded:

For me it is very satisfying, because I tried my best to teach

my students and I also tried my best to teach them
everything as I can inspite of many challenges encountered.
Frustrating for me, because I want to give back to my
students, I want to motivated them and ensure that they learn
more about the lessons but I felt hopeless because of the
challenges. I’m relying only in the modules that serve as my
guide in teaching and it does not meet my expectation being
a teacher
(GSCIDIPST#1).

When Emiri was asked what are your realizations being a teacher in

private elementary school in the new normal setting? She replied:

I realize that in this new normal setting the duty of a teacher

is to teach children no matter what challenges have
encounter as long as we consider ourselves being an
educator who teach children with passion, integrity, love and
understanding. We need to have a long patience and
understanding in everything that we do. To my students I
would tell them that never give up and continue to achieve
your goals in life (GSCIDIPST#1).

Chapter 6

Case 2 - Hideo Shimazu

 2

Hideo Shimazu (not her real name) is a private elementary school teacher

for eight years. She is handling grade 5 pupils. For her, teacher who is devoted,

selfless and hardworking. She said that in everything you do, you must put your

heart into it. “Bilang isang guro, malaking bahagi sa isip at puso mo na ang iyong

mga mag-aaral, responsibilidad nating mabigyan sila ng dekalidad na edukasyon

sa pag-abot ng kanilang mga pangarap”.

How can a Teacher of Private Elementary Schools in the New Normal

be described?

When Hideo asked, she answered:

I think a teacher in private and public elementary school

have the same duties to do to teach students. We all know
that the new normal shocks everyone specially our
teachers, students and parents. It described the teachers
as a flexible, passionate and understanding to meet the
demands of our learners (GSCIDIPST#2).

When Hideo asked how do teachers in the private elementary school

described their experiences and challenges in teaching students in the new

normal? she straightforwardly responded:

In this new normal learning scheme, personally it teaches

me not to remain myself in my comfort zone. It awakens
me to think outside the box to innovate, to be flexible and
be resourceful so that I can impart my knowledge to my 52
students (GSCIDIPST#2).

When Hideo asked what challenges did you encountered in teaching

students in the new normal setting, she answered:

In teaching, I rely only on the modules. Aside from this the

problem in internet connection. Compare to the face-to-
 2

face teaching I can elaborate and teach my students very

well. In the new normal set-up of teaching it’s very hard for
me to teach because there is no direct interaction with the
students and the time is very limited (GSCIDIPST#2).

Hideo was asked what coping mechanisms and/or interventions did you

apply in those challenges encountered? she responded:

Personally, I corporate online platforms and tools to

perform my strategies in teaching my lessons, to meet the
needs of my students. In my case we met once a week
virtually, then I have learned some of the use one of the
online platforms like Google meet, Zoom, Gmails and
Youtube to look for educational videos as an additional
tool for learning (GSCIDIPST#2).

Hideo was asked how do you feel about them? Do these change your

perception? her response was:

For me yes. “It shocks everyone because there is no

face-to-face learning scheme. As months go by the reality
in new normal will become different. Being a teacher, we
need to go in the flow and embraced the change. It
changed my perception as a teacher, we need to think one
or more step ahead to continue the goal in teaching
despite of the pandemic situation. We need to find another
ways to help the students in the learning(GSCIDIPST#2).

. When she was asked how does new normal impact you personally as a
53
teacher? She responded:

For me it teaches me to go out in my comfort zone,

explore new things. The teaching in this time of pandemic
is not all about the teachers who are really performing well
but it is all about the aim to impart knowledge to the
students, how to reach out, and ensuring that the students
will learn even though there is no face-to-face set-up class
(GSCIDIPST#2).

When Hideo was asked also how does handling students in the new

normal affect your professional life? She responded:

 2

In my professional life, It is a sad truth that children

nowadays failed to enjoy things than we experience
before. Sad truth because there is no face-to-face
interaction among teachers and students because of the
pandemic. It affects me everything being a teacher to
become more passionate and having a patience and to
adjust in new situation that we don’t know what will
happen next in the next school year (GSCIDIPST#2).

When Hideo was asked how does handling students in the new normal

affect your teaching approach? She answered:

In face-to-face set-up it is more on performance level of

teaching the concepts. We teachers have different styles
and approaches when it comes to teaching the lesson, but
in this new normal set-up of learning it affects me to look
for some alternatives to catch the attention of my students
and their willingness to learn. Also, in this new normal I
cannot directly get the attention of my students if they
have one to clarify about the lesson because I cannot see
them in personally but in online class only
(GSCIDIPST#2).

When Hideo was asked how does new normal affect your relationship

with students, parents, co-teachers and colleagues? Why do you say so? She
54
answered:

To my students, the closeness and interaction is really

affected, the interaction was different because we is rely
only through online class discussion, not just like in face-
to-face set-up that they really felt being in the classroom.
The poor internet connection is one of the main problems
and the use of modern technologies, because some
students doesn’t have stable internet connection and
some don’t have gadgets to used. We cannot properly
interact with each other. To the parents, I must say that It
would be different, I need to put so much effort in order to
address the problem. I need build a better interaction with
the parents as possible through using social media
platform. I want to build strong relationship with the
parents so that It will be comfortable for them to ask
questions and make them observe the progress of their
children. The parents must have a duty to follow-up the
 2

learnings of their children and having a patience to instruct

and assists them. To my co-teachers it creates bonding
and strengthen the socialization, enough time to relax and
communicate for the betterment of our students
(GSCIDIPST#2).

When Hideo asked how do you find your performance being a teacher in

the new normal? Is it frustrating? Or Satisfying? She responded:

Both Frustrating and Satisfying. Frustrating because at

first the situation is new for me, I’m not familiar with the
new tasks and approach to be used online. Satisfying for
me even though the covid-19 thrive to hender the teachers
and the students to learn things at least we are able to
survive different learning schemes (GSCIDIPST#2).

When Hideo was asked what are your realizations being a teacher in

private elementary school in the new normal setting? She replied:

My realization is that “We teachers should not be called a

teacher only”. Being a teacher is not easy, we should be
proud in our profession even this time we experience
difficulties because of the pandemic we need to help each
other for the sake of our students (GSCIDIPST#2).

Chapter 7

Case 3 - Opalneria Rain

 2

Opalneria Rain (not her real name) is a private elementary school teacher

for 6 years. She is handling grade 1 and grade 2 pupils. She is also a Filipino

teacher who inspires her students to learn more on the importance of learning

native language as Filipino citizens and encourage them to read Filipino literature.

How can a Teacher of Private Elementary Schools in the New Normal

be described?

When Opalneria asked, she answered:

In the new normal, a teacher in a private elementary

school is described as a "Paper," a paper willing to take
challenges and impart knowledge to students, ready to
meet problems in the new manner of teaching
(GSCIDIPST#3).

When Opalneria asked how do teachers in the private elementary school

described their experiences and challenges in teaching students in the new

normal? she straightforwardly responded:

It is difficult and challenging for me. It's difficult since I

need to acclimate to the new teaching setup. It's
challenging for me as a teacher to figure out how to teach
and manage students online while using various ways to
impart and exchange knowledge (GSCIDIPST#3).

When Opalneria asked what challenges did you encountered in teaching

56
students in the new normal setting, she answered:
2

First, lack of knowledge in using the modern technologies.

Second, the struggling in internet connection. This is the
common problem that exist nowadays in a new normal
because we teachers are teaching online. Third, the
handling of the performance/behavior of the students and
how can we impart knowledge and skills in this new
normal set-up (GSCIDIPST#3).
 2

Opalneria was asked what coping mechanisms and/or interventions did

you apply in those challenges encountered? she responded:

By means of modern technologies, I used my mobile

device as an alternative in learning and laptop as
presenting my lesson through powerpoint. When it comes
to stable internet connection, I’ll make sure that it has
loaded with data as a back-up just in case that there will
be problem if I am starting my online class. In handling
different behaviors with my students, I will make them
behave by calling their names to answer my questions and
if that so they can participate in my discussion
(GSCIDIPST#3).

Opalneria was asked how do you feel about them? Do these change

your perception? her response was:

When it comes to teaching, I believe there are several

tactics that we should employ. First and foremost, we
require a stable internet connection in order to ensure that
the lesson is presentable. Second, I thought that we had a
lot of obligations, such as computing their grades and
explaining the module's lesson. Because of the difficulties
I've encountered in this new normal education, my
perspective has shifted. (GSCIDIPST#3).

When she was asked how does new normal impact you personally as a

teacher? She responded:

The new normal has/had a personal impact on me as a

teacher in that even though we are teachers, we are not
exempted from the rules and regulations that have
occurred in our institution. In particular, many private
elementary school teachers in our country are out of work
as a result of the pandemic. Some of them have been laid
off due to a lack of students’ enrollees in the school and
the institution's inability to provide adequate salaries to the 57
teachers. (GSCIDIPST#3).

When Opalneria was asked also how does handling students in the new

normal affect your professional life? She answered:

 2

In this new way of teaching setting, it enables me to be

inventive, innovative, and patient. A solid internet
connection is required, just as it is in online instruction. We
must exercise patience because a poor internet
connection can disrupt our online teaching; we must
develop a backup plan in case this occurs at any time
(GSCIDIPST#3).

When Opalneria was asked how does handling students in the new

normal affect your teaching approach? She answered:

Before, we solved the classroom problem as a class, but

now we do so individually. It's tough for me as a teacher to
manage my pupils because we don't have face-to-face
interaction, and we can't see and watch them every day to
notice their conduct and correct responses to the modules.
In this new normal, I devise techniques that are tailored to
my students' needs (GSCIDIPST#3).

When Opalneria was asked how does new normal affect your

relationship with students, parents, co-teachers and colleagues? Why do you

58
say so? She answered:

My students used to have a lot of time to bond with one

another, take selfies, tell tales, and so on, but since the
pandemic, a lot of things have changed. They are no
longer permitted to go outdoors, engage with one another,
share their stories, or play. Because of their hectic work
schedules, I've seen that several parents don't have
enough time to assist their children in answering modules.
Sometimes the modules aren't finished answering, and the
kids have to rely on their parents all of the time. Parents
must have a great deal of patience and understanding. In
comparison to face-to-face engagement, my co-teachers
and I have a distinct relationship. We teachers
communicate ideas readily and how to address difficulties
that arise during class during face-to-face class
interaction; we join every lunch break and have a lot of
enjoyable moments during leisure time. In this new
normal, we met once a week and focused solely on our
module-making activities (GSCIDIPST#3).
 2

When Opalneria asked how do you find your performance being a

teacher in the new normal? Is it frustrating? Or Satisfying? She responded:

Both satisfying yet frustrating. It's satisfying for me

because I'm able to convey my lessons adequately to my
pupils despite my internet connection problems. It's also
satisfying for me because I can put my new ideas to good
use in teaching my students. It's frustrating for me if the
offered duties aren't correctly presented, such as when
producing a powerpoint presentation. I'm also annoyed by
slow internet connections and a lack of information about
how to use gadgets. I have no idea how to resolve this
issue, and I always rely on the soft copy provided by my
principal. (GSCIDIPST#3).

When Opalneria asked what are your realizations being a

teacher in private elementary school in the new normal setting? She

replied:

In comparison to government teachers, who have set

wages and full perks, I understood that it is really difficult
for me. Teachers in private schools are disproportionately
affected by this new normal; the majority of them are laid
off due to a lack of enrollees, low pay, and no benefits. I
also recognize that, despite being a private school
teacher, I am extremely fortunate and content
(GSCIDIPST#3).
 2

Chapter 8

Case 4 - Quistis Trepe

Quistis Trepe (not her real name) is a private elementary school teacher

for 3 years. She is handling grade 1 and grade 3 pupils. She is also an English

teacher who said that Education is not the filling of a pail, but the lightning of a fire.

They may forget what you said but they will not forget how you made them feel. All

students can learn and succeed, but not in the same way and not in the same day.

How can a Teacher of Private Elementary Schools in the New Normal

be described?

When Quistis asked, she answered:

Teacher in private elementary school described as an

“active and engaged members of the society”. We teachers
should cultivate learners’ motivation and act as an
innovator of change (GSCIDIPST#4).

When Quistis asked how do teachers in the private elementary school

described their experiences and challenges in teaching students in the new

normal? she straightforwardly responded:

Teachers in private schools and teachers in government

schools, face challenges. One of the obstacles we have is
a lack of information about how to use technology, a lack
of teacher experience, particularly with digital materials,
difficulties in communicating with parents, and changing to
a new manner of teaching. (GSCIDIPST#4).

When Quistis asked what challenges did you encountered in teaching

students in the new normal setting, she answered:

 2
60

For the time being, the problems I have as a private

school teacher include a lack of expertise with internet
tools. Second, because to the weak connection, there is a
lack of contact between the students and the teachers.
Third, students are dropping out at a high rate in various
schools, and enrollment is low (GSCIDIPST#4).

Quistis was asked what coping mechanisms and/or interventions did

you apply in those challenges encountered? she responded:

We should attend various trainings and seminars linked to

the use of technologies and digital resources as teachers.
We should establish an action plan in school that will be
carried out, to plan an intervention in the challenges that
we face inside the school (GSCIDIPST#4).

Quistis was asked how do you feel about them? Do these change your

perception? her response was:

I was sorry and dissatisfied because I knew that not only

the teachers, but also the students, were affected by this
new normal. As a capable teacher, we should consider
many approaches, strategies, and methodologies for our
teaching in this new normal. It does not alter my viewpoint
since, as teachers, we must have patience and strong
motivation, as well as the ability to adjust our own
behavior in this situation. Be imaginative and innovative so
that students’ learning will continue (GSCIDIPST#4).

When she was asked how does new normal impact you personally as a

teacher? She responded:

It's terrible to witness some children becoming irritated and

unable to study properly as a result of this new normal set-
up during this pandemic, but as 21st-century teachers, we
should not be affected by the issues and challenges that
come our way. We should be a motivator to our students,
reminding them that no matter how difficult things get or
how many obstacles they face, they must persevere and
strive to achieve their goals, not just as teachers but also
as students (GSCIDIPST#4).
 61 2

When Quistis was asked also how does handling students in the new

normal affect your professional life? She answered:

It's difficult to adjust to the new normal during a pandemic,

but teachers must be proactive, innovative, and inventive.
To teach our students, we need to investigate a variety of
topics, work harder, and boost our self-esteem. All we
need is patience to come up with a new teaching method
that will assist our kids learn (GSCIDIPST#4).

When Quistis asked how does handling students in the new normal

affect your teaching approach? She answered:

Schools that provide online training to students, teachers,

and staff will pose a significant threat to today's private
school education. It has an impact on how people interact
with one another, because we all know that students learn
best when they feel comfortable and secure. Students
believe that the lessons given by teachers are not properly
presented when they are anxious and uncomfortable, and
as a teacher, I put in too much effort and am too flexible
just to reach out to my students, to keep them informed
about the lessons and what instructions I must give them
in order for them to understand the lessons
(GSCIDIPST#4).

When Quistis asked how does new normal affect your relationship with

students, parents, co-teachers and colleagues? Why do you say so? She

answered:

In contrast, in a face-to-face setting, we can see our

students in person and readily contact them. With this new
normal, I must say that it is a significant change because
we only see them in online instruction via Google Meet or
Messenger. In parents, I've noticed that some parents do
not put forth much effort in completing their children's
tasks, that others are preoccupied with work, and that
others are uninterested. We teachers must remind them
that it is their responsibility to put in extra effort and time to
aid their children, because we need them to assist us in
educating their children not only by giving instructions but
 2

also by developing motivation. They must be accountable

and informed at all times. My co-teachers and I meet
online to conduct planning and create effective strategies
on how to help our students (GSCIDIPST#4).

When Quistis asked how do you find your performance being a teacher

in the new normal? Is it frustrating? Or Satisfying? She responded:

It's a little bit frustrating for me since teachers and

students are having a difficult time adjusting to the new
routine situation. We teachers must be upbeat and
cheerful, always looking for the silver lining. I was also
pleased to see my students strive their hardest to learn
and participate in online activities despite the difficult
circumstances. (GSCIDIPST#4).

When Quistis asked what are your realizations being a teacher in

private elementary school in the new normal setting? She replied:

My realizations as a teacher in a private elementary

school in this new normal setting are that no matter what
problems or challenges we face, we must be a good
example of a change educator and remain committed to
imparting knowledge and skills to our students because
our students are our future hope (GSCIDIPST#4).
 2

Chapter 9

Case 5 - Rain Sage

Raine Sage (not her real name) is a private elementary school teacher

for 3 years. She is handling grade 1 and grade 2 pupils. She is also a

Mathematics teacher in grade 5 and grade 6 pupils. For her, Mathematics is not

about numbers, equations, computations, or algorithms, but it is about

understanding.

How can a Teacher of Private Elementary Schools in the New

Normal be described?

When Raine asked, she answered:

For me, a teacher of private elementary school in the new

normal described as “Flexible”. It is flexible because
teachers are more resourceful, employing a variety of
teaching styles and becoming more familiar with new
technology that they may use in the classroom in this new
normal (GSCIDIPST#5).

When Raine asked how do teachers in the private elementary school

described their experiences and challenges in teaching students in the new

normal? she straightforwardly responded:

In a new normal setting of education, I describe it “more

challenging” it’s because there is no face-to-face
interaction and only online teaching can a teacher interact
with the students. Challenging in a part of me being a
teacher for giving my lessons specially during online that I
am struggling in internet connection. Aside from this, is the
parents, the parents are not aware for this new normal
setting. They are always complaining about the modules
and the instructions given by the teachers
(GSCIDIPST#5).
 2
64

When Raine asked what challenges did you encountered in teaching

students in the new normal setting, she answered:

One of the difficulties I've encountered is a lack of

communication between my students. Because of my
private school's modular approach, it's sometimes difficult
for me to give courses, even though we have online
classes. Some of the content isn't presented correctly,
which is why some of my students didn't comprehend the
other portions of the lessons. As a teacher, I took initiative
and was resourceful by sending them videos, powerpoint
presentations, pdf files, and applications to ensure that
they would use them in their learning. Also, I'm having
trouble with parent feedback because most of the time the
parents are asking more questions and some parents
don't have an internet connection (GSCIDIPST#5).

Raine was asked what coping mechanisms and/or interventions did you

apply in those challenges encountered? she responded:

One of my coping mechanisms was to develop more

effective ways to communicate and interact with my pupils.
To do so, I used my computer abilities to learn how to use
and manage online platforms such as Google Meet/Zoom.
Second, I have patience, which is a trait that any teacher
should have. We're all aware that some students have
distinct personalities and conduct. If we simply rely on
modules, we won't be able to decide one of them. The
best method for me is to use rules every time I have an
online class. One benefit of the rules I've imposed is that I
can see who is participating in my lessons among my
students (GSCIDIPST#5).

Raine was asked how do you feel about them? Do these change your

perception? her response was:

Sadness and a little bit disappointment, I learned that

there is a significant difference in teaching a subject face-
to-face vs online. Face-to-face teaching has the effect of
motivating teachers to teach and creating a personal bond
between teachers and students. Being a teacher in a
 2

private elementary school does not alter my perspective

because it is my responsibility and a requirement in my
school that I must adhere to. As an educator, I must have
patience and constantly think positively and look for the
bright side, despite the many challenges (GSCIDIPST#5).

When she was asked how does new normal impact you personally as a

teacher? She responded:

Personally, it teaches me how to be more patient and

empathetic when instructing my students. Make the new
usual set-up more flexible and adaptable (GSCIDIPST#5).

When Raine was asked also how does handling students in the new

normal affect your professional life? She answered:

Yes, it has an impact on my professional life since I feel

like I'm not practicing and feeling like a teacher in this new
normal. Just for the sake of adhering to the rules. There is
no enthusiasm like teaching a face-to-face lesson where I
can connect with my students and learn with them.
(GSCIDIPST#5).

When Raine asked how does handling students in the new normal

affect your teaching approach? She answered:

When comparing face-to-face class to this new usual

environment, there is a significant difference. In a face-to-
face class, the teacher is free to teach whatever he or she
wants, however in this new situation, we only follow the
school's requirements and the teacher has a restricted
amount of time. The teaching style was not thoroughly
practiced, the teachers were having difficulty with
modules, and the online class had a weak connection. We
can't put too much pressure on each student because they
don't all have stable relationships. When they don't
comprehend what I'm saying, I have to explain it to them
one by one, and it takes extra time just to get them to
understand the lesson. (GSCIDIPST#5).
 66 2

When Raine asked how does new normal affect your relationship with

students, parents, co-teachers and colleagues? Why do you say so? She

answered:

Because there is no physical attachment, my relationship

with my students has changed since the new normal
began. They no longer perceive you as a teacher, and
communication is limited to online classes. My bond to
parents was also different from that to students, because
they are the ones who are continuously asking questions.
Connect with each other via online platforms such as
social media and messenger, or even texting, and I give
some advice on how to handle their children so that they
can participate in the online class and answer the
modules. In comparison to the previous time we met in a
face-to-face environment, the bonding between my co-
teachers and colleagues has weakened, and we only see
each other once a week (GSCIDIPST#5).

When Raine asked how do you find your performance being a teacher

in the new normal? Is it frustrating? Or Satisfying? She responded:

It's a little frustrating for me, but it's also satisfying. In this
new normal, I was frustrated because some teachers did
not perform effectively, and when it came to answering the
modules, the students did not truly answer, instead relying
on their parents. In this instance, the replies will be written
by the parents. It's satisfying for me as a teacher because,
while we must confront the truth that this is a new normal,
we must do our best to adapt to all of the new things that
are happening around us. We are still in the learning
stage, and the teacher never stops learning. Let us put our
hearts and minds into teaching whatsoever problems we
face (GSCIDIPST#5).

When Raine asked what are your realizations being a teacher in private

elementary school in the new normal setting? She replied:

For me, I understood that the value of teaching in this new

normal is extremely crucial, and that we must employ a
variety of tactics in order to ensure that students' learning
does not halt. Continue to adapt to changes and become
 2

more enthusiastic about teaching pupils. Also, being a

teacher in a private elementary school is difficult; we
teachers struggle with internet access and the gadgets
that must be used. I discovered that it differs significantly
from government instructors, who receive numerous
advantages and are paid a set wage. But, for the sake of
the students, we must carry out our responsibilities and be
grateful for our jobs (GSCIDIPST#5).
 2

Chapter 10

CROSS-CASE ANALYSIS

This chapter presents the result of the qualitative multiple case study

research questions which served as the purveyor of data from the informants.

These research questions are as follows:

1. How can a teacher of private elementary schools in the new normal be

described?

After conducting the in-depth interviews with my informants which resulted

in many pages of transcribed texts, formal analysis of data began. It started with

understanding and becoming familiar with the transcribed data from recorded

audio of the interviews. Some of the interviewees responded in English language

and the others answered in Cebuano language. Transcripts and responses which

are vernacular were translated into English language making sure that the

thoughts are still preserved in the same context to uphold the concepts the same

with the transcript. In addition, the process also involved decision-making about

which data would suit the study and deemed to be useful and related to the two

research questions. The aims of research and study are: knowledge, truth, and

avoidance of error. It is significant to understand the prohibitions against

fabricating, falsifying, or misrepresenting research data. The focus must always be

the truth with an effort to minimize error.

Research necessitates a great lot of collaboration and coordination among

people from other disciplines, as well as ethical norms to foster collaborative work
 2

principles including trust, responsibility, mutual respect, and fairness (Resnik,

69
2015).

Case studies are ideal for delving into novel, little-understood behavior. As

a result, the method is especially beneficial for answering how and why questions

about a series of occurrences. Furthermore, scholars have claimed that other than

qualitative methodologies such as case studies, certain types of material can be

difficult or even impossible to convey. An important advantage of case study

research is the opportunity for a holistic paradigm of the process, which is the

detailed observations involved in the case study method, which allow us to study

various issues, scrutinize their relationships, and view the totality within its

environment. Within-case analysis and the use of theory or concepts to drive the

research are both possible in a case study (Gummesson, 2008; Hartley, 2009;

Leonard, 2010; Meyer, 2001; Sykes, 2010).

How can a teacher of private elementary schools in the new normal be

described?

To answer this research question, an in-depth interview was conducted to

five informants. There are several sub-questions were asked to draw out their

insights and experiences either good or bad, in their workplaces.

Several emergent themes was identified as Technology-based Facilitators,

Strong Subject of Knowledge, Conquerors, Critical Thinkers, Faced Various

Challenges, Adaptable, Flexible, and Great Motivators.

 2

70

Table 1
Emergent Themes and Clustered Themes about the description of Teachers who
are teaching in Private Elementary School in the New Normal.

Emergent Themes Clustered Themes

Technology-based The teachers facilitate learning by using online platforms
Facilitators The teachers are enthusiastic technophile wherein they
search for new and innovative ways to use technology
meaningfully in instruction.

The teachers are able to teach technology skills as well as

understand ways to use technology in supporting
instructional goals.

The teachers encourage students to integrate technology in

learning just like using messenger, Zoom app, Google Meet
and other form of online application.

The teachers are able to use PowerPoint presentation during

reports and while having classes.
Strong Subject of The teachers are the best source of knowledge in teaching
Knowledge the students during the New Normal.
The teachers do their best to teach the students because
they have high level of commitment to their student’s welfare
when it comes to learning.
The teachers are doing their best to adjust in the New Normal
and teach the students in the best way that they can just to
deliver quality education.
The teachers process and evaluate new knowledge relevant
for their core professional practice and regularly update their
knowledge base to improve their practice and to meet new
teaching demands amidst pandemic.

Conquerors The teachers are great conquerors in teaching the students

during the New Normal.
The teachers are able to conquer their physical, emotional,
mental, and financial problems during this pandemic.
The teachers are doing their best to embrace the new normal
form of teaching and able to extend their help to the students
and parents.
The teachers have lifelong learning mindset and they are
able to overcome challenges
The teachers are always willing to face difficulties for the
sake of their student’s welfare.
 2

The teachers are resourceful and also willing to give

feedback to the parents about the students’ progress.
Critical Thinkers The teachers practice
Continuation the 71
of Table thinking
1 art of analyzing and
evaluating as they consider both day-to-day activities and
long-term teaching and learning goals.
The teachers decide how and when to assess students’
progress.
The teachers have a sound knowledge to support students
as they delve more deeply into content specially in the New
Normal learning.
The teachers are able to think in a deeper and complex
manner and adjust with the students’ answers as they also
understand that students also struggle in the New Normal.
The teachers make rational decisions on what to teach in the
New Normal and evaluate the available information in order
to form a judgment.
Faced Various Being a teacher in private and public schools, teachers feel
Challenges that they have lack of experience in digital resources and
having a poor internet connection is also their concern.
Teachers find it difficult to adjust in the new normal way of
teaching and for them, it is challenging to teach the students
using the online platform.
Some of the teachers in public and private schools also
struggle to communicate and reach out the parents of their
students.
The teachers have a problem with regards to some parents
because they are always complaining about the modules and
the instructions given by the teachers.
Teachers are also worried because some of their students do
not understand the lesson and for the teachers, it is very hard
to teach virtually.
Teachers also struggle in facing a high dropped-out rate of
students in different school and low enrollees
Adaptable The teachers are opportunity seekers, they do their best to
attend different trainings and seminars related to the usage of
technologies and digital resources.
Teachers want to make an action plan to be executed, to
plan an intervention about the problems that they experience
inside the school.
Teachers are willing to change just to improve themselves
and adjust in the new normal.
The teachers innovate different strategies to adapt the new
normal way of learning and teaching.
Teachers are willing to embracing the new online platforms
and use modern technology in teaching that would establish
connection and interaction at a different level toward a rich
learning environment.
 72
2
Continuation of Table 1
Flexible The teachers are open minded and they even practice to go
out in their comfort zone and explore the new ways on how to
teach students.
The New Normal set-up has taught the teacher on how to be
patient, to be more compassionate in teaching their students,
become flexible and ready to adjust in everything.
The teachers become more resourceful and creative; they
even learn a lot of good qualities in becoming effective
educators
Teachers find it necessary to be creative, strive harder, and
increase their self-esteem to teach their students effectively.
The teachers realized that they should help one another to
deliver quality teaching for the sake of their students.
Great Motivators The teachers realized that they should be motivators to their
students even if it is hard and even if they encounter many
challenges in teaching.
The teachers acknowledge that no matter what problems
they experience or challenges that come in their way, they
need be a good example of change and they should stand
still in motivating and imparting knowledge and skills to their
students.
The teachers are doing their best to do their duty and teach
the students in the way possible.
The teachers are able to use different strategies in teaching
so that the students find it easy to understand the lesson.
The teachers motivate the students to never stop learning
and no matter what happens, they are always willing to help
their students.
 73
2

Generally, Private School Teachers are using online platforms to facilitate

learning. The teachers do their best to teach the students because they have high

level of commitment to their student’s welfare when it comes to learning, process

and evaluate new knowledge relevant for their core professional practice and

regularly update their knowledge base to improve their practice and to meet new

teaching demands amidst pandemic.

Another noteworthy finding is that private elementary school teachers are

conquerors, overcoming physical, emotional, mental, and financial difficulties

throughout the pandemic. Making every effort to accept the new normal method of

teaching and being able to assist students and parents.

Also, significant variant result is that the participants are great motivators

that no matter what problems they experience or challenges that come in their

way, they need be a good example of change and they should stand still in

motivating and imparting knowledge and skills to their students.

 742

Table 2
Cross-Case Analysis

Emergent Themes and Clustered Themes on Insights that a Teacher of Private

Elementary Schools in the New Normal can Share to Colleagues and the
Academe in General

Emergent Themes Clustered Themes

Information and One of the coping mechanisms that I have applied is the
Communication use of online platform like google meet or zoom
Technology Innovation application to make my students really feel that they are
in the classroom.
I used different strategies like sending them videos,
power-point presentation, pdf files or applications to
make sure that they will used them in learning.
I used my skills in computer on how to use and to
operate online platform like google meet/zoom in order
for me to communicate with them.
I corporate online platforms and tools to teach the
lessons and to meet the needs of my students.
I used my mobile device as an alternative in learning and
laptop when presenting the lesson through PowerPoint.
Embracing the new online platforms and using of modern
technology in teaching that would establish connection
and interaction at a different level toward a rich learning
environment.
Victorious amidst I realize that in this new normal setting, the duty of
Pandemic teacher is to teach children no matter what challenges
that we encounter as long as we consider ourselves
being an educator who teach children with passion.
A teacher in private and public elementary school in the
new normal described as a “Paper”, a paper that is ready
to accept challenges and give knowledge to the learners.
It changed my perception as a teacher, we need to think
one or more step ahead to continue the goal in teaching
despite of the pandemic situation.
The teachers should be ready to face challenges in the
new way of teaching.

The teachers are always willing to face difficulties for the

sake of their student’s welfare.

We need to have a long patience and understanding in

everything. To my Students I would tell them that never
give up and continue to learn.

Think Outside the Box As Continuation

a strong and of
feasible
Table teacher,
2 we should think
75
different ways, strategies and methods that will be used
 2

for our teaching in this new normal.

Be creative and innovative so that the learnings of the
students will continue.
In this new normal learning scheme, personally it teaches
me not to remain in my comfort zone.
We need to analyze the steps and familiarize everything.
It awakens me to think outside the box to innovate,
flexible and be resourceful.
For me it teaches me a lot go out in my comfort zone,
explore new things. The teaching in this time of
pandemic is not all about who among the teachers are
the best to perform but it is all about the aim to impart
knowledge to the pupils.
Appreciate the value of I need to work so much effort in order to address the
Pollyannaism problem of my students.
I need to have better connection with the parents as
possible through online platform like Facebook.
I need to build strong relationship with the parents so that
in order for them to observe the progress of their
children.
Teachers should know how to teach the students through
online and using different approaches just to give and
share knowledge.
In this new normal, I make strategies that will suit to the
interest of my students.
I also realize that even though I’m a private school
teacher, I am very blessed and happy.
I put too much effort and be flexible just to reach out to
my students, to update them always about the lessons
and what instructions I must give to them in order for
them to understand the lessons.
We teachers must be optimistic and should look for the
brighter side.
Let us put our heart and passion in teaching whatever
challenges we have to experience.
Being a teacher is not easy, we should be proud in our
profession even this time we experience difficulties
because of the pandemic we need to help each other for
the sake of our students.
Collaborate with Parents We teachers must do our duty to remind them to put
extra effort and extra time to help their children, because
we need them to help us teachers to educate their
children not only by giving the instructions but develop
motivation.
They must be responsible and updated anytime.
There should be a communication between the teacher
and the parent and adjust in the new way of teaching.
For the parents, my attachment to them was different
compare to the students, because they are the one who
always ask questions. I communicate with them by using
 76

Continuation of Table 2
2

the online platform like social media and messenger or

even in texting connect each other and I give some tips
on how to handle their children to participate in the online
class and answering the modules.
I felt also satisfying when I saw my students try their best
to learn and engage themselves together with their
parents in the online activities even though the situation
is very challenging.
Attend Self-Development Being a teacher, we should attend different trainings and
Trainings and Seminars seminars related to the usage of technologies and digital
resources.
In school, we should make an action plan to be executed,
to plan an intervention in those problems that we
experience inside the school.
Although we have to face the reality that this is a new
normal, we need to try our best to adapt all new things
happening around us. We are in the stage of learning; a
teacher never stops learning.
As professional, we need to explore many things, attend
trainings and seminars, strive harder, and increase our
self-esteem to teach our students.
We need to try many strategies just to ensure that the
learnings of the students would not stop; we should join
workshops. Continue to adapt changes and be more
passionate in teaching students.

77

Chapter Summary
 2

I've looked into the themes that were raised as a result of the in-depth

interview that was conducted. The following themes are given in accordance with

each study question:

Research question number 1 deals with the description of teachers who are

teaching in Private Elementary School in the new normal. The following are the

themes that emerged: Technology-based Facilitators, Strong Subject of

Knowledge, Conquerors, Critical Thinkers, Faced Various Challenges, Adaptable,

Flexible, and Great Motivators.

Cross Case Analysis discusses about the Emergent Themes and

Clustered Themes on Insights that a Teacher of Private Elementary Schools in the

New Normal can Share to Colleagues and the Academe in General the following

themes surfaced: Information and Communication Technology Innovation,

Victorious Amidst Pandemic, Think Outside the Box, Appreciate the value of

Pollyannaism, Collaborate with parents and Attend Self- Development Trainings

and Seminars.

The themes arose from a careful review of the interviews. With my best

ability and skills. Part of this purposeful process was to stay away from the

questions and look for the themes the participants were expressing. The themes

reflected in this chapter emerged from their texts.

 2

Chapter 11

DISCUSSION

This chapter describes the discussion, summary and conclusions from the

themes that surfaced from data analysis. The purpose of this qualitative multiple

case study is to give light to the experiences and challenges of private elementary

school teachers in the new normal.

The five private school teachers who participated in this qualitative case study

were Emiri Kanou, Hideo Shimazu, Opalneria Rain, Quistis Trepe, and

Rain Sage (all were pseudonyms). All of them were private school teachers in

Selargon Learning Academy Incorporated, General Santos City.

I chose a case study qualitative research method since my study involved

human perceptions based on their experiences. Case study provides a means for

emphasizing and extracting practical principles and methods for creating and

expediting progress in solving real problems in the community. They inform

sprouting theories associated with complexity be conceived, developed, fielded,

and applied for improvement and upgrades of a system in the community. All five

informants were asked to participate and share their challenges and experiences

as teachers in private elementary schools, as well as their viewpoints and

perceptions to what they have been through. All participants were from General

Santos City. The results of this study were based on the actual experiences of the

private elementary school teachers within the school community. There are eight

essential themes which emerged (Anderson, Burnham, Otis, 2013).

 792

Technology-Based Facilitators

The results of this study have shown that private school teachers are

enthusiastic technophile wherein they search for new and innovative ways to use

technology meaningfully in instruction. Technology-based facilitators is an

experienced educator with extensive knowledge about technology integration and

able to train teachers, conduct model lessons, and generally provide instructional

leadership as teachers integrate technology into their classes (Bereczki & Kárpáti,

2021; Valverde-Berrocoso, Fernández-Sánchez, Revuelta Dominguez & Sosa-

Díaz, 2021).

Moreover, considering the case of Emiri Kanou (pseudonym), as she been

using of online platform like google meet/zoom application to make her students

really feel that they are in the classroom. She is continually looking for new ways or

teaching methods to help her students absorb the lesson and adjust to their needs

in the new normal context (Chakraborty, Mittal, Gupta, Yadav & Arora, 2021;

Wahidiyati, 2020).

However, the same statement was proclaimed by Rain Sage

(pseudonym), that she took initiative and was resourceful, employing various

techniques such as videos, powerpoint presentations, pdf files, or software to

ensure that they were used in learning (Hendriyanto, Kusmayadi & Fitriana, 2021;

Usmani, 2021).
 2

According to Billings and Mathison

(2011), there are two reasons that
educational technologies assist in
raising
learners’ achievement. The first reason
is that they perform a very good job of
engaging the learners in the material.
The second one is that they get
learners excited to take part in the
educational tasks. One of the basic
advantages of
integrating technology into the classes
is that when they are applied suitably
they can make learning more fun for
the learners. If the learners have a lot
of enjoyable materials they will be
engaged in the lesson that will help
them
 2

better understand the learning

materials.
According to Billings and Mathison
(2011), there are two reasons that
educational technologies assist in
raising
learners’ achievement. The first reason
is that they perform a very good job of
engaging the learners in the material.
The second one is that they get
learners excited to take part in the
educational tasks. One of the basic
advantages of
integrating technology into the classes
is that when they are applied suitably
they can make learning more fun for
the learners. If the learners have a lot
of enjoyable materials they will be
 2

engaged in the lesson that will help

them
better understand the learning
materials.
According to Billings and Mathison
(2011), there are two reasons that
educational technologies assist in
raising
learners’ achievement. The first reason
is that they perform a very good job of
engaging the learners in the material.
The second one is that they get
learners excited to take part in the
educational tasks. One of the basic
advantages of
integrating technology into the classes
is that when they are applied suitably
they can make learning more fun for
 2

the learners. If the learners have a lot

of enjoyable materials they will be
engaged in the lesson that will help
them
better understand the learning
materials.
Additionally, being a technology-based facilitators helps students be

engaged in the lesson that will help them better understand the learning materials

(Billings & Mathison, 2011; Brenya & Wireko, 2021). 80

Furthermore, when the lessons are fun for the students, they will be more

excited to take part. In order for teachers to integrate technology effectively, they

should know how to appropriately used them and how to teach students to use

them accurately (Elmahdi, Al-Hattami & Fawzi, 2018; Kim, 2020).

Strong Subject of Knowledge

The importance of subject knowledge in the preparation of teaching

activities If we see teaching fundamentally as an exchange of ideas it would seem

evident that a teacher’s understanding of a topic will impact on how the idea is

‘shaped’ or ‘tailored’ when presented in a classroom. Teaching necessarily begins

with a teacher’s understanding of what is to be learned and how it is to be taught.

The transformation of a teacher’s knowledge of a subject into ‘pedagogical content

knowledge’ and consequent pedagogical actions by “taking what he or she

 2

understands and making it ready for effective instruction”. In this way the content

knowledge is ‘intertwined’ with knowledge of teaching and learning (Ball & Bass,

2003; Shulman, 1987; Ball, Lubienski & Mewborn, 2001).

Also, Emiri Kanou (pseudonym) stated that in comparison to a face-to-

face class, she may freely explain anything about the lessons she discusses,

however in the new normal, she uses videos, application tools, and websites to

deliver better information to the students.

81
Conquerors

It is a challenge that must be accepted upfront. Today’s teachers will have

to embrace and master the technology that would establish connection and

interaction at a different level toward a rich learning environment. Mastering

meeting applications, like Zoom and Google Meet, is not simple. Add to that

learning management systems that one needs to be familiar with, depending on

what the institution has subscribed to. New adopters will have to face their learning

curves. Assessment is one of the most challenging aspects in online learning,

especially in courses where evaluation is normally done with direct objective

measurement tools. Proctoring a test is impractical and exams are necessarily on

an open-everything basis. It is not easy to discriminate student scores because of

the wealth of reference materials available (Lagua, 2020; Tan, Chan, Bielaczyc,

Scardamalia & Bereiter, 2021).

Furthermore, considering the case of Emiri Kanou (pseudonym) that in

this new normal setting the duty of teacher is to teach children no matter what
 2

challenges that he/she encounter as long as they consider ourselves being an

educator who teach children with passion, love and understanding. We need to

have a long patience and understanding in everything (Corpus, 2022; Ancho &

Arrieta, 2021).

Also, Opalneria Rain (pseudonym) she said that a teacher in a private

elementary school described as a "Paper" in the new normal, a paper ready to

embrace obstacles and impart knowledge to students, ready to meet challenges in

the new manner of teaching (Agayon, Agayon & Pentang, 2022; Darling-Hammond

& Oakes, 2021). 

82

Critical Thinkers

Critical thinkers are those persons who can move beyond “typical” thinking

models to an advanced way of thinking. Critical thinkers produce both more ideas

and improved ideas than poor thinkers. They become more adept in their thinking

by using a variety of probing techniques which enable them to discover new and

often improved ideas. More specifically, critical thinkers tend to see the problem

from many perspectives, to consider many different investigative approaches, and

to produce many ideas before choosing a course of action. In addition, they are

more willing to take intellectual risks, to be adventurous, to consider unusual ideas,

and to use their imaginations while analyzing problems and issues (Elder & Paul,

2020; Ruggiero, 2012).

 2

Faced Various Challenges 83

Teachers face difficulties under the current normal education system.

These problems include teaching the learners where it is difficult for teachers to

reach out to all the learners at home, even the teachers are using different forms of

communication. Therefore, it is quite difficult for them to develop the skills of the

learners because the learners remain at home while learning the lessons. Not all

parents have the desire and ability to support their children in their studies. Some

parents lack the ability to comprehend the handwritten details written on the

modules. DepEd constantly implements multiple systems that have culminated in

the loss of the teachers. In this phase of the pandemic, it is difficult to gather

everybody to carry out the various DepEd services (Canonizado, 2021; Selvaraj,

Radhin Nithin, Benson, 2021).

Adaptable

It could be said that the current crisis, and others to come, will become the

new normal. Nonetheless, it is up to us how we adapt to these and similar crises,

and whether we respond in an impulsive manner, dealing with each crisis as it

“hits” us, or alternatively whether we plan proactively for such events and reflect

how best to protect the public and mitigate the adverse long terms impacts on our

communities. Indeed, there are many lessons we can learn from this crisis that can

be used to enrich our work and personal lives in ways that might otherwise not

have been possible prior to COVID-19. How open we are to respond to change will

depend on our adaptability, ability to manage stress and uncertainty, flexibility and
 2

resilience and how supportive the environment is for promoting (not only forcing)

us to make necessary changes (Besser, Flett & Zeigler-Hill, 2020; Berger &

Reupert, 2020).

Flexible 84

In flexible learning quality education may be question because of so many

factors that affect the learning process, such as the preparation of teachers

capable to handle online and offline classes; the availability of information

technology IT0, resources in schools; teachers and students; the curriculum; the

syllabi to used; the internet connectivity of the schools and the learners; among

others. Hence patience and cooperation or everyone is called in this transition or

transformation towards the new normal or new modalities of the teaching-learning

process (Sebrero & Alamin, 2022; Yazon & Callo,2021).

Flexible learning is the appropriate design and delivery of programs,

courses, and learning interventions that addresses these kinds of situations in the

new normal. Flexible learning involves the use of digital and non-digital technology.

Flexible learning allows time flexibility. It commonly uses the delivery methods of

distance education. The main objective of flexible learning is to provide learners

with most flexibility on the learning content, schedules, access, and innovative

assessment, making use of digital and non-digital tools (Casiple, 2021; Kantos,

Yurttaş, Taşdan & Topcu, 2022).

Great Motivators
 2

As for teacher motivation defined it in terms of attraction, retention and

concentration as something that determines 'what attracts individuals to teaching,

how long they remain in their initial teacher education courses and subsequently

the teaching profession, and the extent to which they engage with their courses

and the teaching profession (Gul,Tahir & Ishfaq, 2021; McCallum, 2021).

Information and Communication Technology Innovation

nformation and communication

technology innovations
(ICT) are considered to be of central
importance to social
and economic developments.
nformation and communication
technology innovations
(ICT) are considered to be of central
importance to social
and economic developments.
ICT stands for “Information and communication technology”. It refers to

technologies that provide access to information through telecommunication. It is

similar to Information Technology (IT) but focuses primarily on communication

technologies. This includes the internet, wireless networks, cell phones and other

communication mediums. It means we have more opportunities to use ICT in

 2

teacher training programs nowadays and improve quality of teacher for teach

effectively. An understanding is emerging of the need for certain conditions, if the

expected benefits of the use of ICT and new media are to be achieved and

interventions made more targeted and effective (Chapelle & Sauro, 2017;

Ratheeswari, 2018).

Victorious Amidst Pandemic

The teacher is the person who knows the student through and out, so they

renovate the duties and responsibilities in accordance with the situation. During

pandemics, drastic changes occur, such as the conversion of face-to-face

classrooms to online classes. In the current environment, teachers are more likely

to give classes online in order to help students become more internet savvy and

technologically proficient. Teachers must make extra efforts to create an

appropriate environment for handling classes, use appropriate methods for content

delivery, and find different ways of evaluation that will allow students to distill more

on the concept, but all of this will be possible only if teachers become more

durable. Their responsibility will be to the pupils and parents, and they will take

both into account (Malik, 2021; Szymkowiak, Melović, Dabić, Jeganathan & Kundi,

2021).

Think Outside the Box

Thinking outside the box is not easy since it involves leaving the

psychological comfort zone, becoming open to new ways of seeing the world, and

being willing to explore. The emotional management requires the ability to balance
 2

powerful lower frequency emotions such as fear and anger with subtler high

frequency emotions. The product of emotional balance should produce the

acceptance of notions such as patience, nurturing and support as components of

an overall attitude towards ideas and solutions (Darn, 2006; Kiknadze & Leary,

2021).

Appreciate the value of Pollyannaism

This indicates that our inherent positivity bias is something separate from

the mood disorders that afflict so many of us, and suggests that we are still

capable of focusing on the positive even in the most trying and depressing times. If

you struggle with thinking positively and staying optimistic, use this piece and your

knowledge of the Pollyannaism to remind yourself that you’re much more good at

focusing on the positive than you might think. Take comfort in the fact that you are

already quite capable of looking on the bright side; sometimes you just need a little

nudge to embrace it (Ackerman, 2021; Tholen, 2021).  

Collaborate with Parents

Parents must take on a teaching role at home now, and teachers must

remain patient and understanding. The learning curve will be hard for everyone

involved including the students. When a student is learning a new concept or skill,

the teacher is a huge propelling force through their journey. Teachers can assist

parents in this new role through keeping an open line of communication. Offering

means of contact such as email, phone, or any messenger service or portal will

help prepare parents to take on the teacher persona without feeling stranded

(Petterson, 2020; Puspita, 2021).

 2

87
Attend Self-Development Trainings and Seminars

Training’s and seminars on ICT, new methods and techniques in teachings,

orientations on the K-12 Curriculum, Values Formation Seminars and the likes are

being held in different parts of the country so as to prepare all the teachers in

globalization. Their attendance to these seminars will help create an effective

learning environment, improve teaching-learning situations, keep updated on

modern instructional devices and inspire them to become better teachers in the

modern world. Since the department is offering free training’s and seminars,

teachers must grab this opportunity for self- improvement (Gheith & Aljaberi2018;

Sutikno, Sugiyono & Widarso, 2021).

Implications for Practice

Based on the findings, the following implications for practice are offered.

On the experiences of the private school teachers, there were eight major themes

generated which were Technology-based Facilitators, Strong Subject of

Knowledge, Conquerors, Critical Thinkers, Faced Various Challenges, Adaptable,

Flexible and Great Motivators.

On Technology-Based. I propose that technology be made widely

available for use in boosting student learning and supporting teacher professional

development on an equitable basis. Encourage students to use technology in their

studies by encouraging them to use messenger, Zoom, Google Meet, and other

online applications (Nartiningrum & Nugroho, 2020; Philipsen, Tondeur, Pareja

Roblin, Vanslambrouck & Zhu, 2019).

 2
88

On Strong Subject of Knowledge. Teachers need a wide range of different

skills and attitudes if they are to assist their students achieve high outcomes.

These should include relationships with students, subject matter knowledge and

also an understanding of pedagogical processes to develop the understanding that

is required. Should a teacher fail to have any of these, then it is likely that the

learning in the classroom will not be as successful. However, it would be foolish to

isolate one of these skills to the exclusion of all others: teaching, like most people-

centered professions, requires a range of abilities and skills that the practitioner

carefully weaves together, in such a way as to provide the most meaningful

experience possible (Jahongirovich, 2022; Stone, 2022).

Conquerors. Teachers may embrace the new normal form of teaching and

able to extend their help to the students and parents. Willing to face difficulties for

the sake of their student’s welfare (Cabual, 2021; Wahyuni, Lian & Putra, 2022).

On Critical Thinkers. Engagement, application, and collaboration are skills

that withstand the test of time. I also promote the integration of critical thinking into

every aspect of instruction. Teachers must be able to think in a deeper and

complex manner and adjust with the students’ answers as they also understand

that students also struggle in the New Normal. Make rational decisions on what to

teach in the New Normal and evaluate the available information in order to form a

judgment (Darling-Hammond & Oakes, 2021; Serevina, Nugroho & Lipikuni, 2022).

On Faced Various Challenges. Teachers have to deal with issues such as

problem students, insufficient funding and a whole host of other issues within the
 2

realms of the classroom. Teachers need to be able to face these problems head

on if they want to make sure that they are making the best use of the school year.

Make a huge courage that it takes every day from the side of the teacher to make

sure that it keeps on going properly and that the students are engaged in learning

(Alalwan, Cheng, Al-Samarraie, Yousef, Alzahrani & Sarsam, 2020; Alea, Fabrea,

Roldan & Farooqi, 2020).

On Adaptable. Teachers are willing to change just to improve themselves

and adjust in the new normal. Finding pathways to engage students in group

discussions to build collaboration and communication skills is critical this upcoming

school year. Since the COVID-19 lockdowns, in-person social interaction has

changed dramatically, so giving students the space and opportunity to connect and

collaborate will be necessary for their development. If your classroom is fully

virtual, consider breakout rooms on your virtual platform or a discussion forum

where students can express and share ideas. For remote, hybrid, or in-person

learning, a long-term group project or research activity that gives students the

opportunity to collaborate together is also a great option (Dabrowski, 2021; Venton

& Pompano, 2021).

It’s important to also consider universal supports for all students who are

less comfortable in group settings. Some students may thrive speaking up and

writing ideas on a discussion forum but are less successful sharing over video in a

classroom setting. Remain flexible and allow for all types of sharing and

collaboration techniques based on the modality and comfort of your individual

 2

students (Callaway-Cole & Kimble, 2021; Chen, andford, LaGrone, Charbonneau,

90
Kong & Ragavaloo, 2022).

On Flexible and Great Motivators. A high-quality relationship with a

teacher whom they respect is a key element of helping students develop intrinsic

motivation. Be flexible and open your eyes on the learning goals. The teachers

acknowledge that no matter what problems they experience or challenges that

come in their way, they need to be a good example of change and they should

stand still in motivating and imparting knowledge and skills to their students. Also,

teachers are able to use different strategies in teaching so that the students find it

easy to understand the lesson (Gupta, Vrat & Ojha, 2022).

On Information and Communication Technology Innovation. Build the

capacity of teachers, administrators and other education leaders to use and

integrate ICT in education systems. Education leaders should be provided with

professional development opportunities so they can engage teachers and together

demonstrate a shared commitment to ICT in education. Take a holistic approach

towards the development of ICT in education plans and policies. This includes

support for ICT at both the national and individual school level. This includes

measures such as involving education stakeholders in how to integrate ICT skills in

the curriculum, or tap teachers to help develop policy plans (Christensen,

Eichhorn, Prestridge, Petko, Sligte, Baker & Knezek, 2018; Voogt, Knezek,

Christensen & Lai, 2018).

 91
2

Victorious Amidst Pandemic. Flexibility is necessary when designing

learning environments; teachers will need to scaffold for learners with poor self-

regulation, while also challenging learners who embrace independent learning

opportunities. We feel that the 4R’s Professional Inquiry Model: Recognition,

Results, Reflection, and Reaction might provide a structure for others to reflect on

their practices as well. The school shutdown experience created opportunities for

us to learn about ways to integrate online learning opportunities into our teaching

more effectively and be a bit more prepared for what is to come (Kaden, 2020;

Oppong, Shore & Muis, 2019).

Think Outside the Box. Willingness to take new perspectives on day-to-

day work, openness to doing different things and to doing things differently,

focusing on the value of finding new ideas and acting on them. Striving to create

value in new ways, listening to others, encouraging, supporting and respecting

others when they come up with new ideas (Bliss, Brooks & Huq, 2022; Bracci,

Romano & Marsick, 2022).

Appreciate the value of Pollyannaism. Mindfulness will help you remain

aware of if your thoughts venture too far positive. Mindfulness will keep you in the

practice of being aware of the situation and your response to it. You can control

your actions but not the situation (Bunjak, Hafenbrack, Černe & Arendt, 2022;

Parchment, 2022).

Collaborate with Parents. Assess the needs of parents and students in

relation to COVID-19. Inquire about their preferred communication channels and

 2

frequency of communication as well as about the kind of support that parents and

students feel is needed to be safe and to succeed. Results of such discussions can

be used to tailor communication and engagement tools and approaches by

ensuring they are appropriate and relevant and address parents’ expectations

(Kuusimäki, 2022; Pelemo, 2022). 92

Attend Self-Development Trainings and Seminars. provide a chance to

interact with experts from the specific field. Discussing about the relevant topics of

the particular subject, students tend to learn about the latest information and new

skills related to the concerned subject (Kristanto, Hidayat & Lestari, 2022; Sutikno,

Sugiyono & Widarso, 2021).

Implication for Future Research

The implementation of the strategic response entails the collaborative

engagement of all stakeholders in the private elementary schools. The process

requires the involvement of the administration, faculty, staff, students, parents, and

other stakeholders that enables the institution to move forward, managing and

mitigating risks successfully. Hence, the private schools are implementing the

continuous process of consultation, feedbacking, and intensive monitoring as

important ingredients for the plans to be successfully implemented. The regular

conduct of dialogues and discussions among stakeholders, capacity building of

students and faculty, open communication through hotline centers, and continuous

quality assurance monitoring mechanisms enable the private elementary schools

to enhance and implement successfully the strategic programs and activities amid
 2

the pandemic (Iacuzzi, Fedele & Garlatti, 2021; Stracke, Burgos, Santos-Hermosa,
93
Bozkurt, Sharma, Swiatek Cassafieres & Truong, 2022).

Anchored on the initial success of the evidenced-based strategic plans,

the university at present has institutionalized the flexible learning system with the

establishment of the Center for Flexible Learning that manages, capacitates, and

assists the students and the faculty members in the continuing implementation of

the flexible learning modality. Technology support has been provided by increasing

the internet bandwidth to ensure uninterrupted connectivity in the school and

providing internet allowance to the faculty. Students with limited or no connectivity

are given printed modules as instructional resources (Finch, Kala & Sathya,2021;

Panganiban & Madrigal 2021).

In anticipation of the limited face-to-face classes as safety and health

protocols may allow, the curricular offerings, teaching-learning processes, and

assessment tools have been enhanced by applying best practices that maximize

quality teaching and learning. On-going trainings and webinars for the faculty,

students, and stakeholders to thrive in the new educational landscape have been

conducted. The private schools had also established professional learning

communities which become avenues for the sharing of resources and practices

that continuously support and enhance teaching and learning continuity amid and

beyond the pandemic (Aluko, Krull & Mhlanga, 2022; Kamble, Hassan, Mishra &

Asnate-Salazar, 2022).
 2

94

Concluding Remarks

As schools prepare for the new normal, technology is becoming an

increasingly bigger part of the student and faculty experience. The necessity to be

prepared for the continuously altering conditions brought on by the ongoing

pandemic is, however, a major problem of the new normal. As a result, institutions

must consider how their technological use may change in response to these

circumstances. In order to improve our online and hybrid learning, they must also

update and improve teachers training and devote resources to instructional design.

Being a teacher in private elementary school, based from the study, I’ve

noticed that some teachers have difficulty teaching their lesson but some are

adopting new way of teaching. They demonstrated the value of fortitude and

reinforce their engagement to teach their students very well. They are using

different online platforms just to engage students with different activities that will

contribute to their learnings.

The transition to new normal with the use of technology and delivery

methods is accessibility and the inclusion of all students. Teachers must have an

ability and skills to access different learning tools in the internet as well as the
 2

students who need to access course materials, lectures, and learning activities

over the internet must have access to appropriate gear and secure networks.

Furthermore, similar considerations apply to the teachers, while technology does

not in and of itself transform an institution, we welcome technology as a means of

95
facilitating change and transforming institutions.

Finally, this research makes accessible to the private elementary

institutions especially the elementary teachers to maximize their knowledge and

ability to handle students in the new normal set-up. Understanding the real-life

experiences of private elementary school teachers to new possibilities and

proposals for future studies about new normal set-up of teaching.

 96
2

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116

APPENDIX A

Cover Letter to Participants

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph

Dear__________________________________

Greetings of Peace and Development!

My name is NOEL A. AMBONG, a master’s degree student of Ramon

Magsaysay Memorial Colleges-Graduate School. I’m currently doing my thesis
entitled “BEING A TEACHER OF PRIVATE ELEMENTARY SCHOOL IN THE
NEW NORMAL: A MULTIPLE CASE STUDY”.in partial fulfillment of the
requirements for the degree of Master of Arts in Education major in Educational
Management.

You have been recommended by your friend/colleague to be the

participant of this study. If you meet the criteria for this research and you are
interested in participating. Kindly contact me in this cell phone number
+639072206377, to discuss with you about the questions/concerns about the
study. If should you decide to volunteer as a respondent, a consent form will be
provided and signed.

Once questions have already read, discussed, and internalized all the
concerns of the study, you can now sign the “Interview Consent Form” as proof
that you have fully understood your role as a participant of this research and that
you are giving permission to the researcher to conduct an interview and audio (or
video) record the interview. You will be given the chance to schedule your time
and place convenient for you.
 2

Please note that the interview may include follow-up questions on topic
areas relevant to your responses and may last at least an hour. If you have
inquiries about the study, please do not hesitate to contact me in the mobile
number given above or you can email me at daveambong@gmail.com.

Sincerely,

NOEL A. AMBONG
117
Student

APPENDIX B

Informed Consent Form

Introduction

Informed Consent Form

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph

INFORMED CONSENT FORM

Informed Consent Form for Teachers who I am inviting to participate in my

research
“BEING A TEACHER OF PRIVATE ELEMENTARY SCHOOL IN THE NEW
NORMAL: A MULTIPLE CASE STUDY”
________________________________________________________________

Name of Researcher: NOEL A. AMBONG

Name of School: SELARGON LEARNING ACADEMY INCORPORATED

Address of School: LEON LLIDO STREET, LAGAO, GENERAL SANTOS

CITY
 2

This Informed Consent Form has two parts:

 Information Sheet (to share information about the study with you)

 Certificate of Consent (for signature if you choose to participate)

118

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph
Introduction

I am Noel A. Ambong, a master’s degree student of Ramon Magsaysay

Memorial Colleges. I am currently doing my thesis entitled “BEING A TEACHER

OF PRIVATE ELEMENTARY SCHOOL IN THE NEW NORMAL: A MULTIPLE

CASE STUDY,” in partial fulfillment of the requirements for the degree of Master

of Arts of Education, Major in Educational Management. I am investigating this

topic as I am personally interested to know the teachers’ perceptions and

challenges in the new normal. Thus, the main purpose of this study is to cover

the experiences encountered by you in your journey, I believe, you can

contribute much to my understanding and knowledge about the topic and be of

great help in this research by telling me your own experiences on handling

students in the new normal.

It is in this context that you will be invited to share, recount, and reflect

your own experiences in your own words or terms. Your participation in this
 2

research is entirely voluntary. It is your choice whether to participate or not. The

choice that you make has no bearing on your academic status or on any school-

related evaluations or reports. You are free to decline your participation without

consequence prior to or at any point during the interview. During the interview, I

will be seated with you in a comfortable place at your most convenient time. It will

take at least 1 hour. The questions you are going to answer are open-ended

questions. If you do not wish to answer any of the questions, you may say so and

I will move to the next questions. I will audio (or video) record and take down

notes your answers. I will give you an opportunity at the end of the interview to

review your remarks and you can ask to modify or remove portions of those

jotted down notes which you feel not necessary. The information which will be

recorded is confidential and used only for the purpose of completing this

research and will not be used in any way that can identify you. You will have a

pseudonym on it instead of your name and will not be shared to anyone except

to the transcriber. It will be kept privately in a safe storage and will be deleted or

destroyed after 3 months.

The result from this interview will be used exclusively by me as partial

fulfillment of the requirements for my master’s degree studies and be shared to

you before it is made widely available to the public as reference. None of the

information given will be published in any form, in any journals or conference

proceedings. I assure you that no risks involve in your participation in this activity

beyond those risks experiences in everyday life. Your participation means a lot to

this endeavor.
 2

I will accurately read the information sheet to you as one of my potential

participants to the best of my ability making sure that you have understood and

confirmed with you that you will be given opportunity to ask questions about the

study and all the questions which will be asked can be answered correctly to the

best of your ability. I confirm that participants are not coerced into giving consent,

and the consent has been given freely and voluntarily. A copy of these interview

consent forms have been provided to the informants/participants.

107
Print Name of Researcher: NOEL A. AMBONG
Signature of Interviewer: ________________
RAMON MAGSAYSAY MEMORIAL COLLEGES
GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph

INTERVIEW CONSENT FORM

I, __Debelyn C. Banaria__ understand and fully aware that I am being

asked to participate in an interview as part of Noel A. Ambong thesis entitled

“BEING A TEACHER OF PRIVATE ELEMENTARY SCHOOL IN THE NEW

NORMAL: A MULTIPLE CASE STUDY,” in partial fulfillment of the

requirements for his master’s degree studies at the Ramon Magsaysay Memorial

Colleges Graduate School. It is my understanding that this interview will cover

the experiences I encountered in teaching students in a new normal.

General information about the research project is given and the type of

questions is clearly stated and answerable by me. I understand that the interview
 2

will be done considering my most convenient time and place and it will take at

least an hour.

I find out that my participation in this research is completely voluntary and

that I am free to decline to participate without consequence prior to or at any

point during the interview, I understand that with my permission, this interview

may be audio (or video) recorded and that any information that I provide during

the interview will be kept confidential, used only for the purpose completing this

research and will not be used in any way that can identify me.

I understand that the result from this interview will be used exclusively by

the researcher as partial fulfillment of the requirements for his master’s degree

studies and none of the information given will be published in any form, in any

journals or conference proceedings.

I also understand that there are no risks involved in my participation in this

activity beyond those risks experiences in everyday life.

I have read the information above. By signing below and returning this

form, I am consenting to participate in this research via face-to-face or online

interview as designed by the researcher.

Participant’s Name (please print)_________________________

Signature:___________________________________________

Date:________________________________________________
 2

113

APPENDIX C

Interview Script
RAMON MAGSAYSAY MEMORIAL COLLEGES
GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph
(Online Interview)
Introduction:
Good day;
Allow me to express my deepest gratitude to you for being one of my
informants for my research on “BEING A TEACHER OF PRIVATE
ELEMENTARY SCHOOL IN THE NEW NORMAL: A MULTIPLE CASE
STUDY.” Your time and effort as part of this research study is highly appreciated.
The answers that you will provide in this interview are valuable in determining the
results and findings of this study which aims to solve the different issues and
concerns of your journey as teacher handling students in a new normal.
I would like to assure you that there will be no risks to you as a result of
your participation in this study and that there will be no negative consequences
should you decide at any time to withdraw or not answer any of the questions I
will ask. Your responses will be held in utmost confidentiality and no one else will
have access to the information you will provide including that of your identity and
other personal information.
Finally, please feel free to ask any question about the procedure at
anytime during the interview. The whole course of the interview will be audio-
 2

taped for proper documentation. You will be given a copy of this interview after it
is transcribed for your perusal and checking lest there are parts you wished not
to be included in the data analysis. Please be reminded that this transcribed
interview will be considered final if I don’t receive a response from you three days
after you received the transcript.
You would do me a great favor if you answer each question as thoroughly
and as specifically as possible. Personal stories and examples are preferred as
well as any additional information that you may feel is relevant about the
experiences you underwent as teacher handling students in a new normal.
OK, before we begin the interview itself, I’d like to confirm that you have
read and signed the informed consent form, that you understand that your
participation in this study is entirely voluntary, that you may refuse to answer any
questions, and that you may withdraw from the study at any time.
114
Do you have any questions before we proceed?
SEMI-STRUCTURED INTERVIEW

MAIN QUESTION:

1. How can a teacher of private elementary schools in the new normal be

described?

STAND-IN QUESTION:

1.1 How do teachers in the private elementary school describe their

experiences and challenges in teaching students in the new normal?

PROBING QUESTIONS:

1.1.1 What challenges did you encounter in teaching students in

the new normal setting?

1.1.2 What coping mechanisms and/or interventions did you apply

in those challenges encountered?

1.1.3 How do you feel about them? Do these change your

perception? Can you elaborate your answer?

 2

1.1.4 How does new normal impact you personally as a teacher?

Please tell me more about it?

1.1.5 How does handling students in the new normal affect your

professional life? Can you please elaborate your answer?

1.1.6 How does handling students in the new normal affect your
115
teaching approach? Can you elaborate your answer?

1.1.7 How does new normal affect your relationship with students,

parents, co-teachers and colleagues? Why do you say so? Tell me more

about it.

1.1.8 How do you find your performance being a teacher in the new

normal? Is it satisfying? Or is it frustrating? Can you elaborate your

answer?

1.1.9 What are your realizations being a teacher in private

elementary school in a new normal setting?

 2

116

APPENDIX D

Request Letter for Research

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph
Letter Request for Research Instrument Validation

NOE P. GARCIA, RGC, PhD

Head Guidance Center
Ramon Magsaysay Memorial Colleges
Pioneer Avenue
General Santos City

Dear Dr. Garcia:

The undersigned is currently conducting a study entitled “Being a Teacher of
Private Elementary School in the New Normal: A Multiple Case Study” To
be able to gather data on the topic, I have formulated a set of questions which
will serve as my interview guide during the online interview.

Acknowledging your expertise in this field, I would like to request your

assistance in validating the interview guide.
 2

I will greatly appreciate your assistance on the matter. Suggestions and

comments for the improvement of the interview guide will be most welcome.

Very Truly Yours,

NOEL A. AMBONG, LPT

Researcher

Noted by:

117
LYNDON A. QUINES, EdD
Adviser
RAMON MAGSAYSAY MEMORIAL COLLEGES
GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph

Letter Request for Research Instrument Validation

September 20, 2021

LILIBETH B. TORRES, EdD
Public Schools District Supervisor
Department of Education

Dear Dr. Torres:

The undersigned is currently conducting a study entitled “Being a Teacher of
Private Elementary School in the New Normal: A Multiple Case Study” To
be able to gather data on the topic, I have formulated a set of questions which
will serve as my interview guide during the online interview.

Acknowledging your expertise in this field, I would like to request your

assistance in validating the interview guide.
 2

I will greatly appreciate your assistance on the matter. Suggestions and

comments for the improvement of the interview guide will be most welcome.

Very Truly Yours,

NOEL A. AMBONG, LPT

Researcher

Noted by:

LYNDON A. QUINES, EdD 118

Adviser

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph

Letter Request for Research Instrument Validation

September 20, 2021

MARIE JOY G. BARCENILLA, EdD
Principal II
Department of Education

Dear Dr. Barcenilla:

The undersigned is currently conducting a study entitled “Being a Teacher of
Private Elementary School in the New Normal: A Multiple Case Study” To
be able to gather data on the topic, I have formulated a set of questions which
will serve as my interview guide during the online interview.

Acknowledging your expertise in this field, I would like to request your

assistance in validating the interview guide.
 2

I will greatly appreciate your assistance on the matter. Suggestions and

comments for the improvement of the interview guide will be most welcome.

Very Truly Yours,

NOEL A. AMBONG, LPT

Researcher

Noted by:

LYNDON A. QUINES, EdD

Adviser 119

APPENDIX E

Validation Sheets for Interview Guide

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph

Validation Sheet for Interview Guide

Name of Researcher: Noel A. Ambong Degree Enrolled: MAED- Educational

Mgt.

Title of Research: BEING A TEACHER OF PRIVATE ELEMENTARY SCHOOL IN

THE NEW NORMAL: A CASE STUDY
Name of Evaluator: _ Noe P. Garcia Date Evaluated: __9-20-
21________
Degree of Evaluator: _ _PhD____________ Signature:
_____________________

RATING: Number of YES marks

( ) 15-16 Very Good ( ) 9-11 Fair (May be upgraded if revised)
( ) 12-14 Good ( ) 0-8 For revalidation
To the evaluator: Kindly check the column which fits your evaluation for the item
 2

Items YES NO
Ethics
1. Introduction (purpose, confidentiality, duration, and a way 
of conduct) and closing components (for additional
comments) are provided.
2. Informed consent is provided. 
3. Interview Protocol for Participant is available. 
4. Participant’s Verification Form is included. 
5. Informed Assent Form for Minor participant is prepared. 
6. Interview Consent Form is available. 
Artistry 
7. Script is included/built-in, so interview can introduce,
guide and conclude the interview in a consistent manner. 
8. Questions are heading towards creating storytelling and
narratives. 
Rigor 
9. Questions are open-ended to encourage in-depth
responses avoiding close- ended questions which are 
answered by “yes” or “no”. 111
10. Commence with active verbs and incorporate relevant 
nouns
11. Coherence of the research question with the research
paradigm is evident. 
12. Questions are stated in the affirmative.

13. Questions are focused and expressed in a concise 
manner as to be workable and researchable
14. Probe questions are provided. 
15. Questions are logically ordered asking the highest priority 
first. Opinion questions follow information questions.
16. Number of questions can be covered within 60-90 
minutes, not exceeding 15 open-ended items (probes
excluded) for every research questions, except special
cases,.

Remarks:________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________
 2

120

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph

Validation Sheet for Interview Guide

Name of Researcher: Noel A. Ambong Degree Enrolled: MAED- Educational

Mgt.

Title of Research: BEING A TEACHER OF PRIVATE ELEMENTARY SCHOOL IN

THE NEW NORMAL: A CASE STUDY
Name of Evaluator: _ Lilibeth B. Torres Date Evaluated: __9-20-
21________
Degree of Evaluator: _ _EdD____________ Signature:
_____________________

RATING: Number of YES marks

( ) 15-16 Very Good ( ) 9-11 Fair (May be upgraded if revised)
( ) 12-14 Good ( ) 0-8 For revalidation
To the evaluator: Kindly check the column which fits your evaluation for the item
 2

Items YES NO
Ethics
1. Introduction (purpose, confidentiality, duration, and a way 
of conduct) and closing components (for additional
comments) are provided.
2. Informed consent is provided. 
3. Interview Protocol for Participant is available. 
4. Participant’s Verification Form is included. 
5. Informed Assent Form for Minor participant is prepared. 
6. Interview Consent Form is available. 
Artistry 
7. Script is included/built-in, so interview can introduce,
guide and conclude the interview in a consistent manner. 
8. Questions are heading towards creating storytelling and
narratives. 
Rigor 
9. Questions are open-ended to encourage in-depth
responses avoiding close- ended questions which are 
answered by “yes” or “no”.
10. Commence with active verbs and incorporate relevant 
nouns
11. Coherence of the research question with the research 113
paradigm is evident. 
12. Questions are stated in the affirmative.

13. Questions are focused and expressed in a concise 
manner as to be workable and researchable
14. Probe questions are provided. 
15. Questions are logically ordered asking the highest priority 
first. Opinion questions follow information questions.
16. Number of questions can be covered within 60-90 
minutes, not exceeding 15 open-ended items (probes
excluded) for every research questions, except special
cases,.

Remarks:________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________
 2

119

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph

Validation Sheet for Interview Guide

Name of Researcher: Noel A. Ambong Degree Enrolled: MAED- Educational

Mgt.

Title of Research: BEING A TEACHER OF PRIVATE ELEMENTARY SCHOOL IN

THE NEW NORMAL: A CASE STUDY
Name of Evaluator: _ Marie Joy G. Barcenilla Date Evaluated: __9-20-
21________
Degree of Evaluator: _ _EdD____________ Signature:
_____________________

RATING: Number of YES marks

( ) 15-16 Very Good ( ) 9-11 Fair (May be upgraded if revised)
 2

( ) 12-14 Good ( ) 0-8 For revalidation

To the evaluator: Kindly check the column which fits your evaluation for the item
Items YES NO
Ethics
1. Introduction (purpose, confidentiality, duration, and a way 
of conduct) and closing components (for additional
comments) are provided.
2. Informed consent is provided. 
3. Interview Protocol for Participant is available. 
4. Participant’s Verification Form is included. 
5. Informed Assent Form for Minor participant is prepared. 
6. Interview Consent Form is available. 
Artistry 
7. Script is included/built-in, so interview can introduce,
guide and conclude the interview in a consistent manner. 
8. Questions are heading towards creating storytelling and
narratives. 
Rigor 
9. Questions are open-ended to encourage in-depth
responses avoiding close- ended questions which are 
answered by “yes” or “no”.
10. Commence with active verbs and incorporate relevant 
nouns
11. Coherence of the research question with the research 115
paradigm is evident. 
12. Questions are stated in the affirmative.

13. Questions are focused and expressed in a concise 
manner as to be workable and researchable
14. Probe questions are provided. 
15. Questions are logically ordered asking the highest priority 
first. Opinion questions follow information questions.
16. Number of questions can be covered within 60-90 
minutes, not exceeding 15 open-ended items (probes
excluded) for every research questions, except special
cases,.

Remarks:________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________
 2

122
4

APPENDIX F

Summary of the Validation Ratings

Name of the Validator Rating Description

Dr. Noe P. Garcia 10 Very Good

Dr. Lilibeth B. Torres 10 Very Good

Dr. Marie Joy G. Barcenilla 10 Very Good

 2

123

Participant’s Verification

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website: www.rmmcmain.edu.ph
PARTICIPANT’S VERIFICATION
After carefully reading and checking the transcription of the in-depth

interview held last ________ ____, 2021 at the

_______________________________________________________, regarding

your views and opinions with regards to teaching experience and challenges in

handling students in a new normal: A Qualitative Case Study conducted by the

 2

investigator NOEL A. AMBONG, hereby attest the truthfulness and accuracy of

data. I therefore categorically declare it as the same information that I have

provided during the in-depth interview.

Furthermore, I have checked the summarized translation that the

investigator has provided and found them to be the exact representation of my

account on the issue as regards to my journey as teacher handling students in a

new normal.

Among other things, the investigator has also correctly described the

circumstances surrounding the said interview namely the time and place of the

meeting and has kept his word that he will provide me opportunity to verify the

information I have given during the interview.

______________________ _____________________ __________

128
Participant Signature Date
APPENDIX H

Peer Debriefing Certification

PEER DEBRIEFING CERTIFICATION

This is to certify that I have read and examined the study of NOEL A.

AMBONG, entitled “BEING A TEACHER OF PRIVATE ELEMENTARY

SCHOOL IN THE NEW NORMAL: A MULTIPLE CASE STUDY”, concomitant

with the supporting materials for the research document. This is to certify further

that my comments and suggestions for the improvement of the document have

been adhered to and incorporated therein.

 2

Signed this 3rd day of February, 2022, at General Santos City, Philippines.

Debelyn C. Bańaria, LPT

Reader

129

APPENDIX I

Archival Log

Interview/ Data Tracking Form

Language
Date of
Archival # Category* Pseudonym Interviewer Transcriber Typist of
Interview
Interview
Sheryl
Noel A. Laine T. Noel A. 10-3-
GSCIDIPST 01 PST Emiri Kanou English
Ambong Caminade, Ambong 2021
EdD
Sheryl
Hideo Noel A. Laine T. Noel A. 10-4-
GSCIDIPST 02 PST English
Shimazu Ambong Caminade, Ambong 2021
EdD
Sheryl
GSCIDIPST 03 Opalneria Noel A. Laine T. Noel A. 10-6-
PST English
Rain Ambong Caminade, Ambong 2021
EdD
PST Quistis Noel A. Sheryl Noel A. 10-6- English
 2

Laine T.
GSCIDIPST 04
Trepe Ambong Caminade, Ambong 2021
EdD
Sheryl
Noel A. Laine T. Noel A. 10-8-
GSCIDIPST 05 PST Raine Sage English
Ambong Caminade, Ambong 2021
EdD

*PST = Private School Teachers

#GSCIDIPST = General Santos City In Depth Interview Private Elementary

School Teachers

130

APPENDIX J
LETTER ASKING PERMISSION FROM SCHOOL PRESIDENT

RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927 Telefax: (083) 552-3624
Email: rmmcgensan@yahoo.com Website:
www.rmmcmain.edu.ph
 2

131

APPENDIX K
MAP OF GENERAL SANTOS CITY
 2

CURRICULUM VITAE
_______________________________________________________________
PERSONAL DATA

NAME: Noel Anadon Ambong

ADDRESS: No. 46, Block 3, Bughaw Street, City Heights, General Santos City

CONTACT NO: 09072206377

AGE: 35
 2

BIRTHDAY: June 1, 1986

BIRTHPLACE: Sanchez Subdivision, Polomolok, South Cotabato

SEX: Male

STATUS: Single

EDUCATIONAL BACKGROUND

ELEMENTARY: Better Educational System and Training School of Polomolok

SECONDARY: San Lorenzo Ruiz Academy of Polomolok

COLLEGE: Ramon Magsaysay Memorial Colleges

COURSE: Bachelor of Elementary Education (BEED)

MAJOR: Generalist

GRADUATE STUDIES: Ramon Magsaysay Memorial Colleges

COURSE: Master of Arts in Education (MAED)

MAJOR: Educational Management

SEMINAR ATTENDED:

Seminar Workshop on Filling-up of DepEd Official Forms (SF1-SF10)

Conducted at Dadiangas East Elementary School, General Santos City
Last July 2, 2018.

Students’ Moral Restoration: The Answer to Prevent and Quit Addiction

Conducted at MJW Wong Convention Center, General Santos City
Last October 10, 2017

Seminar on Technology in Mathematics

Conducted at Ramon Magsaysay Memorial Colleges, General Santos City
Last July 9, 2014
 2

Seminar on Problem Solving Skills

Conducted at Ramon Magsaysay Memorial Colleges, General Santos City
Last July 9, 2014