PATTERNS OF PERSONAL RESPONSES OF SECONDARY SCHOOL TEACHERS

OF NACI INTEGRATED SCHOOL DURING COVID19 PANDEMIC

A Research proposal

Presented to
The Faculty of the Graduate School
MINDANAO STATE UNIVERSITY
General Santos City

In Partial fulfilment
of the Requirements for the Degree
Master of Arts in Education
Major in General education

By:
DEVONA MAE F. BAYQUIN
January 2021
 CHAPTER I

Introduction

The Covid-19 pandemic has influenced 93% of the world's workers (ILO, 2020)
and presented major challenges to employers and employees, including those in the
education sector. School closures during COVID-19 have influenced roughly 63 million
primary and secondary school teachers. (International Task Force on Teachers for
Education 2030, 2020). Schools and educators are expected to roll out innovative
learning methodologies such as online and modular learning since face to face learning
is discouraged in view of the pandemic. Simultaneously, the teaching profession is
continually exposed to public critiques and has to respond in a manner aligned with
national decisions about school re-openings (Reimers & Schleicher, 2020). In the
Philippines, the Department of Education (DEPED) implementation of a Blended
learning approach brought total change to how educators give instructions, on learning.
These changes brought about threats on the teachers’ wellbeing and economic viability.
Moreover, an educator’s professional life is made exceptionally distressing and
challenging under the pandemic’s setting.

This study will focus on patterns of personal responses of secondary school

teachers in a government school during COVID-19 pandemic. It will deal with both
internal and external factors anchored with locus of control theory that contribute to
teachers’ failure and success in delivering quality education using a blended learning
methodology. There will be three parameters that will be used to gauge the responses
of the focused group and these are: 1. Behaviours 2. Resources and 3. Competencies.
How the teachers’ personal responses towards these factors greatly influences the
quality of their teaching and student, as well as points to their own personal mental
state.
The importance of this study is to understand the reasons behind teachers’
responses during COVID-19. This study will point out specific concerns that the
Department of Education and specifically the management of Naci Integrated School
may use to develop the capability of teachers to implement the new blended learning
methodology in the secondary level. Behavioral responses can be used to assess the
readiness of the teachers to use blended learning methodology and to dispel
misconceptions on teacher’s role among guardians and people in the community. In so
doing, the school’s management efforts could be directed to support teachers’ mental
and professional readiness in the implementation of distance learning during COVID19
pandemic. How teachers respond to the lack or presence of resources such as
computers, printers and other logistical needs could direct the school management to
be more prepared by way of planning, allocating funds and procuring resources in
advance. Teachers may act on the unavailability of resources by using their own money
or they may become resourceful or may wallow in helplessness decreasing their drive to
deliver quality education. Responding to questions on their competency to deliver
quality education through the new distance learning methodology also takes its toll on
the mental status of the teachers. Amenably majority of the teachers are not ready to
switch to the new learning methodology given their present competencies in a face to
face learning modality. This study will direct the school’s management to adjust and
compromise on restrictions set by the new methodology. In summary, the teachers’
responses affects their performance that greatly influence the success of education.

This study sought to determine the patterns of personal responses of secondary

school teachers. This aims to determine how factors such as behaviour, competency,
and resources influence the personal responses of teacher. The study will be conducted
upon the implementation of blended learning at Naci Integrated School, Naci, Surallah,
South Cotabato.

Statement of the Problem

Specifically, this study seeks to answer the following questions:
1. What are the prevailing behavioural responses of secondary teachers to the new
blended learning methodology?
2. What are the personal responses of teachers to the availability or non-availability of
resources needed for the new blended learning methodology?
3. What are the personal responses of teachers on the questions of their competency
for the new learning methodology?

Significance of the study

This study will determine the patterns of personal responses of secondary school
teachers of Naci Integrated School during covi-19 pandemic. The result of this study
contribute valuable information specific to the following:

The result of this study will give the additional inputs to the proponent of the
program. This study will point out specific concerns that the Department of Education
and specifically the management of Naci Integrated School may use to develop the
capability of teachers to implement the new blended learning methodology in the
secondary level.

The result of this study will guide the policy maker in formulating
recommendations to support. The school’s management efforts could be directed to
support teachers’ mental and professional readiness in the implementation of distance
learning during COVID19 pandemic.

This study will direct the school’s management to adjust and compromise on
restrictions set by the new methodology.
Scope and Limitations of the Study

This study is limited only on the teacher’s personal responses during covid19
pandemic. Out of 35 teachers from Naci Integrated School the number of respondents
will be dependent on these inclusion criteria:
1. Secondary school teachers of Naci Integrated School with permanent position
and with advisory classes;
2. Respondents should belong to the 25-50 years age bracket;
3. Respondents should have served or taught in the school for a period of three
years prior to this study,
This study is intended as a pilot project where if promising results were found,
then a subsequent study could be planned to involve more schools and more teachers.
 CHAPTER II

COVID19 is a new viral outbreak that was announced in January 2020 as an

international public health emergency. (AlAteeq et al., 2020).  As of September 11,
2020, 28,040,853 confirmed cases of COVID-19 have been identified worldwide,
including 906,092 deaths reported to the World Health Organization (2020). The total
number of confirmed cases registered to the Philippine Ministry of Health (2020) in the
Philippines has reached 252,964 cases. The COVID public health crisis has seriously
affected the Philippines. The pandemic has also contributed to extraordinary problems
in education, in addition to the employment section, which was greatly affected by the
crisis. (Bautista at al. 2020). The pandemic has also contributed to unparalleled
educational problem. (Moralista & Oducado, (2020).

In terms of their professional and personal lives, teachers are transitioning

through an unpredictable time (Allen et al, 2020). The psychological influence of
COVID-19 often bring major dangers and threats to mental wellbeing, aside from
apparent risk to physical health, as higher levels of distress and tension are further
compounded by the continuing complexity of the situations. In addition, apart from the
conceivable pressures and encounter by the teachers about the dangers to themselves
and their families from COVID-19, they are required to adapt to the current standard in
the educational world and undergo successful remedial education (Guillasper et al.,
2020; Moralista & Oducado, 2020. In this new methods of learning, teachers may not
have enough tools, technology and expertise they need to participate in and excel in
this new mode of teaching.

Related Studies

COVID-19 shut down schools across the United States, improving traditional
approaches to education. Teachers recorded a variety of difficulties related to engaging
students in remote learning and juggling their career and personal commitments.
Teachers in high poverty and majority Black schools saw these challenges as the most
severe, indicating that the pandemic further amplified current educational inequities.
Researchers find out that the pandemic and pivot to emergency remote teaching has
resulted in a rapid, significant decline in teachers' sense of achievement. Supportive
working environments in schools have played a vital role in allowing teachers to
preserve a sense of achievement. Teachers who could rely on their district and school-
based leadership for good coordination, targeted preparation, constructive engagement,
equal goals and appreciation of their contributions were least likely to face a reduction in
their sense of achievement. Supportive working environments in schools have played a
vital role in allowing teachers to preserve a sense of achievement. Kraft, M. A., Simon,
N. S., & Lyon, M. A. (2020). 

Closures of educational institutions during COVID - 19 have directed close and

very public scrutiny of how educators have moved toward distant learning. We realize
that educators' view of how their profession is valued are related with morale and
preservation just as student’s accomplishment. Educators' view of how others valued
their profession have been influenced by the Covid19 pandemic. The current study,
therefore, examined how teachers’ perceptions of how others value their profession
have been affected by the coronavirus pandemic. Twenty-four teachers from English
state schools were interviewed in June 2020, representing mainstream primary and
secondary schools and a wide range of years of experience. A reflective thematic
analysis of the interview data was conducted. Four themes were identified: (1) heroes or
villains? (2) key workers or not?; (3) voiceless and disrespected; and (4) appreciated
locally. Teachers stated discomfort and suffering about media reports that requested
that they be heroes and criticized them as miscreants when they scrutinized the
wellbeing of staff and students getting back to school ground. They hated the negative
manner by which their profession has been depicted by the media, and the
repercussions for public opinion. Teachers were likewise irate and upset by what they
saw as the public government's refusal to talk with them as a profession, and their
inability to impart successfully. However, teachers also reported feeling more valued
than ever by their students’ parents. (Asbury, K., & Kim, L. 2020)

The abrupt change in conditions and the transition from conventional face-to-face
schooling to online learning have demonstrated the unpreparedness of schools and
teachers to respond to change, prompting them to search for new approaches. Starkey
(2019) has stressed the significance of the digital competence of teachers and its
importance on the digital age. The digital and professional skills of teachers are
essential to online learning progress. The mental health of learners should be
considered and taken into account in online learning, especially in crises
(Pragholapati,2020), as learners need attention and help because they may feel
threatened and terrified.  Khlaif and Salha(2020) have seen another threat to the
standard of teaching as digital inequalities could cause discontent among teachers and
learners. It is very difficult to provide both teachers and students with the same digital
resources. Mohmmed (2020) noted that it is a major challenge for teachers to use a
curriculum designed for face-to-face instruction in emergency remote education. The
lack of consistency in the institutional framework and policy is apparent in crises. In
order to continue their regular missions during the Covid-19 pandemic, schools and
teachers were left alone. Teachers responded with challenging encounters, unplanned
classes, questioning and exchanging thoughts, Googling and looking for relevant
resources, and helping themselves and students.
According to the study conducted to examine teachers' awareness of the COVID-
19 pandemic and their opinion on the readiness of their respective schools, as well as
their reaction to the challenges of distance learning in the Philippines. With the use of
the validated questionnaire to capture the appropriate data. Through the use of Google
forms to gather data sent to the teachers via email. The findings indicate that the
teachers were well aware of the existence and effects of the COVID-19 pandemic. The
relationship between the demographic profile of the teacher and the awareness of
COVID-19 indicates no correlation at all. However, the length of teaching experience
and specialization is very strongly correlated with the preparation for distance learning.
Simultaneously, the teachers’ geographic location is strongly correlated to readiness to
adapt to distance learning education. Simultaneously, the geographical location of
teachers is closely correlated with the readiness to respond to distance learning. In
contrast, teachers’ gender, length of teaching experience, and geographic location have
significant differences with their readiness to distance learning education. Our study can
be used as a basis for further research particularly in developing institutional plans to
better understand the status of their teachers and educational organizations, and
schools’ readiness to teach and learn through distance learning approach; hence,
preserving and continuing educational mission during the current or future pandemic as
well as be prepared for any natural disasters. Alea, L. A., Fabrea, M. F., Roldan, R. D.
A., & Farooqi, A. Z. (2020)
Canadian teachers (N=1626) engaged in a longitudinal, geographic study
conducted at two points in the early stages of the COVID-19 pandemic. Results
indicated that the efficacy of instructors, attitudes toward change, and perceptions of
administrative assistance were correlated with the endurance and burnout of teachers
at the beginning of the pandemic. In the first three months of the pandemic, teachers
showed increasing exhaustion and cynicism, but also improved productivity in
classroom management and increased sense of achievement In addition, the cognitive
and emotional attitudes of teachers towards change have been more pessimistic.
Implications of the resource shortage to demands that result in teacher stress and
burnout over time are addressed. Sokal, L., Trudel, L. E., & Babb, J. (2020)
Karen, J. B. T., & Cathy, M. D. T. (2020) stated that school closures, quarantine
at home and social distances around the world can cause sudden anxiety even among
teachers. The online survey was designed to gather evidence from Filipino teachers'
practices on how they cope with anxiety due to the outbreak of COVID-19. Practices
provide information search, prevention strategies and other mechanisms for dealing
with fear during the quarantine period. Results revealed that teachers are practicing
virtual learning, engaging with the professional community, complying with quarantine
criteria, and seeking purposeful activities to cope with anxiety due to the suspension of
national school-related activities in the pandemic region.

The research was undertaken to evaluate the effect of job stress ((job conflict,
work overload, inadequate reward policy and job burnout) on teacher job outcomes
(employee loyalty and employee performance). Hypothesis testing was used to explain
the relationship between the variables since the study is causal. The research focuses
on teachers from five of the best intermediate-level colleges in Lahore and a sample
size of 100 respondents. The independent variable of the study is work related stressors
(job conflict, work overload, inadequate reward policy, and job burnout), while
dependent variable is teachers’ performance (employee loyalty and employee
performance). SPSS version 20 was used for the initial analysis of collected data
(descriptive statistics, reliability analysis, and correlation). Furthermore, SEM using
AMOS is applied for checking the fitness of the model as well as the relationship among
dependent and independent variables. The findings evaluated indicate the effect of all
independent variables on dependent variables. However, job conflict, job burnout, and
inadequate reward policies have significant impact on teacher’s performance. The
largest influence comes from job conflict and job burnout on employee loyalty and
inadequate reward policy on employee performance.
 Orhan, G., & Beyhan, Ö. (2020). The study investigates the perceptions and
teaching experiences of teachers on distance learning during the Covid 19 Pandemic.
The case study design was applied in this study. The respondents of the study includes
15 teachers. Semi-structured interview form was used to obtained data. The content
analysis was conducted for analysis. Result shows that most of the teachers perceived
distance education as a technology-oriented process rather than a new teaching model.
Engagement of students had a key role in teachers’ satisfaction. The teachers kept
traditional teaching techniques during distance courses. For the teachers distance
education was less successful than formal education because of lack of communication
and interaction quality. Perceptions affect behavior and the quality of distance education
applications affects the perceptions so, determining the perceptions of the teachers and
taking the necessary measures in this direction is crucial to enhance quality of the
system.
Mabeya, M. T., Gikuhi, M., & Anyona, N. J. (2019) explores how working
conditions in schools affect the attrition of teachers. The working condition of schools
refers to the school environment/climate that will, in one way or another, make teachers
intend to make a turnover. Their research was performed in Uasin Gishu District, which
faced increased rates of turnover of teachers in addition to teacher shortages. A
converging parallel mixed method approach design was used to answer the study
objective. Data were obtained from public high schools, including Form 3 and Form 4
students, teachers, principals, county education officials and teachers who had left the
profession. The data obtained by the use of the questionnaire and the interview
schedule were used to gather data. Data was evaluated using descriptive statistics.
Research result showed that the following working conditions; indiscipline situation in
schools among students, inadequate infrastructure and instructional resources, political
interference, ethnicity, poor leadership, heavy workload among others influenced
teacher attrition in schools. The study also found out that movement of teachers from
schools located in the interior also fuelled attrition rate. The study recommends that
Ministry of Education and the Teachers’ Service Commission should review the policy
on the election of school prefects and hire professional counsellors for public secondary
schools to deal with discipline related issues.
The global health crisis of COVID-19 has affected the mental and psychological
health and well-being of people around the world. However, little is known about the
impact of COVID-19 among Filipino teachers. This study was conducted to determine
the impact of the COVID-19 pandemic on the quality of life (QoL) of professional
teachers in the Philippines. A descriptive cross-sectional study was used involving 139
licensed professional teachers. The COVID-19 Impact on Quality of Life (COV19-QoL)
was the primary measure used in this study. Descriptive statistics, t-test, and one-way
ANOVA were the statistical tools employed to analyze the data. Results indicated a
moderate COVID-19 impact on the QoL of the teachers. There was a significant
difference in the impact of COVID-19 on QoL by degree program. However, the impact
of COVID-19 on QoL did not significantly differ by age, sex, marital status, employment
status, monthly salary, presence of a COVID-19 case near their residence, personal
knowledge of someone who was infected or died of COVID-19, presence of a medical
condition, and perceived threat. The psychological well-being and QoL of teachers must
be recognized and teachers must be provided with support as they continue to adapt to
the impact brought by the COVID-19 pandemic. This study contributes to the growing
literature on the impact of the pandemic. Rabacal, J., Oducado, R. M., & Tamdang, K.
(2020)

Research Gap

Studies shown that, there were no traceable details focusing on the behaviour,
resources and competency of teachers upon the implementation of blended learning
during covid-19 pandemic. Moreover, the policy maker focus on student’s learning and
learning situation neglecting teachers feeling, readiness, and competency as the
implementer of new learning methodology.

Theoretical Framework of the Study

The theoretical basis of this study lies mainly in Locus of Control Theory. Locus
of control (LOC) explains the effect of an individuals’ beliefs (internal or external) on
their actions, outcomes and how they perceive the world. Therefore, it refers to a
persons’ perception about the root cause of their failure and success. Internal locus of
control (self-initiated change) helps a teacher in adapting and adjusting in the situation
as compared to the teacher with an external locus of control (change from outer power).
The performance of a teacher is significantly affected by their internal-external locus of
control. (Hooda, M., & Annu, M.) A Theoretical Study on the Locus of Control among
Secondary School Teachers.

Taleb (2013) stated that teacher's role is important because they are the
spearhead of the success of a nation. Teachers who are innovative, confidence,
creative and smart will produce superior generation for the future because they are one
of the main figures in the world of education in shaping the characters of students.
Therefore, it is very important to pay attention to all aspects that could decline and
increase their work performance (Crisci, Sepe, & Malafronte, 2018)
Whilst carrying out various activities in their lives, human always try to respond to
internal and external factors that exist within themselves and their environment around
other people. Individual activities in response to internal and external factors are
controlled by the locus of control factor. The essence of locus of control is how an
individual accepts everything that happens in their lives and how that individual
responds to every event that comes into their lives. Nadaek (2017) states that locus of
control is an individual's perception of achieving success that is trusted because of
ourselves through several thoughts, namely success achieved because of hard work,
independence and high self-confidence
Conceptual Framework

The conceptual framework (shown in Figure 1) shows the factors that affects secondary
school teacher’s personal responses during covid19 pandemic.

INDEPENDENT DEPENDENT

Behaviour

Actions on the
new learning
methodology

Resources Patterns of Personal Responses

of Secondary School Teachers of
Finance Naci Integrated School during
& Covid19 Pandemic.
Logistics

Competency

Skills on the new

learning
methodology

Figure 1. Conceptual Framework

Definition of Terms

Personal Responses: Teachers personal responses on a certain event or situations

particular in the implementation of blended learning.

Covid 19: It is an infectious disease caused by a new strain of coronavirus. It caused

pandemic resulting to the educational switch from face to face learning to blended
learning.

Pandemic - A pandemic is defined as “an epidemic occurring worldwide, or over a very

wide area, crossing international boundaries and usually affecting a large number of
people”.

Behavior - The way in which they act or conduct towards the implementation of blended
learning.

Resources: A sort of supply or support to be use on blended learning approach.

Competency: Teachers knowledge or skill on the new learning methodologies

Blended Learning: Also called “hybrid learning” is a fusion of online distant learning and

in-person delivery of printed materials to the learners through their parents and the
involvement of barangays for those who don't have internet access and interactive
facilities.

New learning methodology: Teaching methods that teachers used during covid19
pandemic.
 CHAPTER III

Methodology

This chapter deals with the method of research to be used in the course of this
study. It includes the research design, locale of the study, research participants, data
collection procedure, and data interpretation.

Research Design

The researcher choose qualitative approach which can better explain the
patterns of personal responses to interventions straight from the school faculties
involved in the direct implementation blended learning approach.
This research will use data collection strategies, including focus group discussion
and questionnaire with 13 public school teachers. The questions will revolve around the
research questions on the respondents’ personal responses on behaviour, competency
and resources for the blended learning methodology.
Documentary evidence supported the qualitative questionnaire-based findings.
We will explore the teachers’ understanding and personal responses about the
implementation of blended learning during covid-19 pandemic, the specific challenges
or difficulties they encountered, and the manner in which they addressed these
challenges through focus group discussion.

Locale of the Study

The data collection will take place in Naci Integrated School at Brgy. Naci,
Surallah, South Cotabato with secondary school teachers as respondents to the study.
Implementation of the study will be during the time of COVID-19 pandemic where the
new methodology of modular learning is being used.
Participants of the Study

To secure a sample of secondary teachers to participate in the study, we will first

approach the school principal with a written consent to conduct the research. Single
category design will be used in this study. The target respondents, through a non
probability sampling will be the secondary teachers of Naci Integrated School. The
respondents in this study includes 13 secondary school teachers who share the same
feelings, and experience new learning methodology during covid19 pandemic. The
researchers will explain the study, its purpose, and the possible risks associated with
the study.

Data Collection Methodology

This study involves discussion of questions. The discussion consisted of several

open-ended questions asked of the respondents, along with follow-up probes to use as
necessary to help the interviewer collect relevant information. Each participants will be
given a chance to talk one person at a time to share their personal viewpoints and
experiences during covid19 pandemic.
We will record the discussion of questions for the FGD with permission from the
participants through verbal and written consent, to guarantee precise transcription for
analysis purposes, and recorded full field notes as an inspection of the data collection
stages.

Data Interpretation

The qualitative data gathered for this study will be analyse using coding and
categorization. Interpreting results will be based on the objectives of the study. Category
emerged from the literature review, with consideration given the problem and the
information gaps in this area.

The discussion questions will be interpret using thematic analysis. Thematic

analysis first involves reading the transcripts to identify key categories and indicators
relevant to the research questions, and then rereading and coding material from all the
transcripts against these themes in an attempt to answer the objectives and research
questions.
The researcher will transcribe the answers from the digital recording and
translate it in English. During the transcription process, preliminary categories were
jotted down and given a code. The researcher will read through the printed transcripts,
making notes and placing codes. Transcripts were re-read to catch overlooked
categories. Finally, categories and sub-categories were reviewed and combined to fall
under each of the questions.

References

Hooda, M., & Annu, M. A Theoretical Study on the Locus of Control among Secondary
School Teachers.

Kraft, M. A., Simon, N. S., & Lyon, M. A. (2020). Sustaining a sense of success: the
importance of teacher working conditions during the COVID-19 pandemic (No. 20-279,
p. 20). Working paper.

Asbury, K., & Kim, L. (2020). " Lazy, lazy teachers": Teachers’ perceptions of how their
profession is valued by society, policymakers, and the media during COVID-19.
Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2020). The Covid-
19 epidemic: teachers’ responses to school closure in developing
countries. Technology, Pedagogy and Education, 1-15.

Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19
awareness, distance learning education experiences and perceptions towards
institutional readiness and challenges. International Journal of Learning, Teaching and
Educational Research, 19(6), 127-144.
Danish, R. Q., Qaseem, S., Mehmood, T., Ali, Q. M., Ali, H. F., & Shahid, R. (2019).
Work related stressors and teachers’ performance: evidence from college teachers
working in Punjab. European Scientific Journal (ESJ), 1(4), 158-173.

Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change,
efficacy, and burnout during the COVID-19 pandemic. International Journal of
Educational Research Open, 1, 100016.

Karen, J. B. T., & Cathy, M. D. T. (2020). Philippine teachers’ practices to deal with
anxiety amid COVID-19. Journal of Loss and Trauma.
Orhan, G., & Beyhan, Ö. (2020). TEACHERS’PERCEPTIONS AND TEACHING
EXPERIENCES ON DISTANCE EDUCATION THROUGH SYNCHRONOUS VIDEO
CONFERENCING DURING COVID-19 PANDEMIC. Social Sciences and Education
Research Review, 7(1), 8-44.
Mabeya, M. T., Gikuhi, M., & Anyona, N. J. (2019). INFLUENCE OF WORKING
CONDITIONS ON TEACHER ATTRITION IN PUBLIC SECONDARY SCHOOLS IN
UASIN GISHU COUNTY, KENYA. European Journal of Education Studies.
Rabacal, J., Oducado, R. M., & Tamdang, K. (2020). COVID-19 Impact on the Quality of
Life of Teachers: A Cross-Sectional Study. Asian Journal for Public Opinion
Research, 8(4), 478-492.
 CURRICULUM VITAE

PERSONAL DATA

Name : Devona Mae F. Bayquin

Birthdate : April 13, 1992
Birth Place : Passi City, Iloilo
Civil status : Married
Citizenship : Filipino
Home Address : Prk. Magsaysay, Brgy. Naci, Surallah, South Cotabato
Spouse : Demie Joh Joseph P. Bayquin
Children : Nyjah Kels F. Bayquin

EDUCATRIONAL BACKGROUND

Elementary : Nueva Union Elementary School

Brgy. Nueva Union Passi City, Iloilo

Secondary : Passi National High School

Passi City, Iloilo

Tertiary : St. Therese Mtc- Coleges

Iloilo City
Bachelor of Science in Computer Science

Graduate Studies : Mindanao State Universities

General Santos City

Degree : Master of Arts in Education

Major in General Education

ELIGIBILITIES
Licensure Examination for Teachers

TEACHING EXPERIENCE

Teacher 1 : Naci Integrated School

Naci Surallah, South Cotabato
2018 to present

IT Instructor : ACLC College of Marbel

June 2016 - October 2017
 DEMOGRAPHIC QUESTIONNAIRE

Name (optional) _________________________________ Gender: __________ Age:

Occupation: _______________

School: ___________________________

No. of Years Teaching: ____________________

Are you presently permanent or casual?

With advisory class? YES NO

Thank you!
 QUESTIONNAIRE

Your responses to the following are very important as they will help the researcher
identify the personal responses of teachers using the variables used.
Your answer will be treated as confidential.

I. For the blended learning during pandemic you are now teaching or have taught:

1. How do you feel about blended learning during COVID 19 pandemic?

2. How easy/difficult was it to achieve your teaching goals?
3. What problems have you had in teaching under pandemic?
4. How have you supported the students in your modular classes?
5. Has teaching using modular learning changed the way you teach in Face to face?
How?
6. Think of your class experience as a whole. Did you feel involved in your learning in
the
blended class? How did that compare to your traditional (face-to-face) classes?
7. How satisfied are you with teaching using modular learning?
8. What are your insights regarding your blended learning experience during pandemic?

II. Discussion Questions

A. BEHAVIOUR

1. How are teacher’s take responsibilities in providing SLMs to the students? What
could administrators provide teachers to help them differentiate instruction?

2. What are the challenges and struggles you encountered in printing modules and
downloading modules. How did you response with this challenges?
3. How did you distribute and retrieve modules? Are all parents under your class
successfully received the modules? What were your solutions if there are some parents
who did not came to get the modules?

4. How did you communicate relevant information and ideas effectively to parents and
students? What are your actions and solutions when there were no response coming
from them?

5. What are your ways of sorting and checking the activities and tests? What are the
agreement done between advisers and subject teachers considering that advisers are
the one accountable of delivering and retrieving students output in all subjects?

B. RESOURCES
1. What are the resources provided upon the implementation of blended learning? Does
this resources sufficient in delivering modules to the students? If no, how did you and
your school response to the situation?
2. Were all materials in producing modules accessible anytime? How would you deal
with the situation if there were no available resources, such as computer, printer and
bond paper for printing modules?
3. What are the specific issues, concerns or problems you’ve faced with the lack of
resources? Does this affects your life and your overall performance in school? Why?
4. How did the school allocate budget for the implementation of blended learning? What
would you do if there were no budget to buy bond papers and inks?

C. COMPETENCY
1. Upon the implementation of blended learning, what do you know about the modular
learning, its content and the online platforms?
2. What are your scope of specific responsibilities as implementer of blended learning
approach? How did you response with the questions of your competency during
pandemic?
3. How did you response about the changes in the delivery of instruction? What kind of
trainings done prior to the implementation of blended learning approach?

4. How skilled are you in the use of technology and internet?