COVID-19 RELATED CHALLENGES AND

PROSPECTS AMONG PRIVATE INTEGRATED

SCHOOL TEACHERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 336-356
Document ID: 2023PEMJ1164
DOI: 10.5281/zenodo.8332492
Manuscript Accepted: 2023-9-9
Psych Educ, 2023, 13: 336-356, Document ID:2023 PEMJ1164, doi:10.5281/zenodo.8332492, ISSN 2822-4353
Research Article

COVID-19 Related Challenges and Prospects Among

Private Integrated School Teachers
Anidah A. Domiar*, Omar Q. Hussien
For affiliations and correspondence, see the last page.
Abstract
The closure of schools and adoption of the modular learning for learners caused the private integrated
school teachers to encounter challenges and prospects brought by the COVID-19 due to the virus’s
effects. Twelve (12) teachers from the private integrated school were selected and interviewed as the
subjects for the study. Questions related to the challenges and prospects encountered by the private
integrated school teachers, and subjects, were prepared by the researcher. The research findings
indicated that private integrated school teachers had a hard time adjusting to the new normal; learners'
performances were affected for there was no interactive learning during the school year Covid - 19
also caused some of the learners to drop from school or transfer to public schools. Private Integrated
school teachers' salaries were unavoidably deducted and delayed due to the low number of enrollees.
COVID-19 pandemic affected the family of the private integrated school teachers not only
financially but also emotionally, mentally, and physically due to the restrictions caused by the
pandemic.

Keywords: COVID-19, learners, modular learning, rivate integrated school teachers

Introduction the financial backing from the government. Thus, a

Coronavirus was an infectious disease caused by a
newly discovered virus. The virus that causes
COVID-19 was mainly transmitted through droplets.
This is generated when an infected person coughs,
sneezes, or exhales. A person can be infected by
breathing in the virus if they were within close
proximity of someone who has COVID-19, or by
touching a contaminated surface. The COVID-19
pandemic presented problems that did not only
challenge the Filipinos economically but also
educationally.
According to the Department of Education (DepEd,
2020), out of the 1,069,387 teaching personnel in the
Philippines, 25% of them were teaching at private
schools. This meant that the income of around 263,000
teachers in private-run elementary and high schools
were affected when classes were suspended due to the
lockdown measures. Out of these, the Secretary of
Education said that 50,000 teachers in basic education
classes were in danger of losing their jobs. The number
was initially at 300,000 but other schools have assured
that salaries of the teachers would be paid for the
whole year.
private school’s funding only comes from the financial
assistance of the parents whose child was an enrollee
of the said academe. Because of the pandemic,
teachers from private integrated schools who are on a
no-work-no-pay scheme were left without income due
to the lockdown.
Poiner (2020) stated that, unlike public schools,
private schools were not financially backstopped or
supported by the government. Instead, most of the
private school's funding comes from student tuition,
fundraising, and philanthropic support. In a healthy
economy, private schools can more easily rely on
tuition and donations. But in the midst of an economic
crisis, such as this pandemic, this funding model
becomes a liability for private schools. The main
objective of this study was to determine the challenges
encountered by the private integrated school teachers
when the pandemic occurred. The researcher had been
in service for two years at a private integrated school.
The researcher has the determination to improve the
standing of private teachers when a pandemic occurs
nationwide.
Research Questions

One of the affected people was the private teachers
from private integrated schools. Teachers from this
school received a salary for the work they performed
but did not receive the benefits that apply under the
public-sector norms and standards, such as annual
leave, pension, or health insurance. Unlike those in the
public schools, private integrated schools did not have
This study aimed to know the challenges encountered
by teachers in a private integrated school amid the
COVID-19. Specifically, the study sought to answer
the following questions.
1. How does COVID-19 affect the profession of the
respondents?

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Research Article
2. How does COVID-19 affect the learners?
3. How does COVID-19 affect the respondents
financially?
4. How does COVID-19 affect the respondents’
families?
5. What are the implications based on the findings of
the study?
Methodology
This section deals with the research design, research
environment, respondents of the study, gathering of
the data, the instruments and their validity, and
statistical treatment and literacy.
Research Design
The study used the qualitative research design in
gathering data. A qualitative study was used in this
study. It was a subjective report which made
utilization of ways to deal with accumulating
important information. This approach was concerned
with understanding and interpreting the meaning that
participants provided regarding the related challenges
and prospects encountered by teachers in a private
integrated school amid the COVID-19 pandemic.
Research Environment
The study was conducted at a private integrated
school. The school is located at Barangay East
Poblacion, Balo-i near the highway. The private
integrated school celebrated its 20th foundation, just
this February 2020, giving it two decades of history.
Moreover, it has 13 teachers with 250 learners, male
a n d f e m a l e as o f t h i s s c h o o l y e a r
2020-2021.Furthermore, Barangay East Poblacion is
one of the 21 barangays of Balo-i. Balo-i is a place
about 90.98 square kilometers (35.13 sq. mi) southeast
of Manila in the Philippines. It was created from the
municipal districts of Momungan, Pantar, and Balut on
August 1, 1948. Barangay East Poblacion has a
population of 4,789, National Statistic Office, Balo-i.
Respondents
The respondents of the study were twelve (12) private
integrated school teachers. One (1) teacher from the
kindergarten, six (6) teachers from the elementary
education, from Grade I adviser to Grade VI adviser,
and five (5) teachers from the Junior High school,
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Grade VII adviser to Grade X adviser. All participants
were female.
Research Instrument
In this study, the research questions made by the
researcher were all accurate. The instruments that were
used in this qualitative study were interview questions
and a tape recorder for credibility purposes. The
questions were composed and asked in English. The
respondents utilized the language they were
comfortable with for them to be able to convey what
they wanted to express without uncertainty. For
problem 1. How does COVID-19 affect the profession
of the respondents, the guide question used for this
was ''How does COVID-19 affect your profession as a
teacher". This question was prepared with the thought
of asking the respondents how did the COVID-19
affect their profession as teachers, and how did they
deal with it especially since they were from private
integrated schools. For problem 2. How does
COVID-19 affect the learners, the guide question used
to ask this was "How does COVID-19 affect your
learners?” the researcher asked the respondents how
did the pandemic affect their learners, what were the
consequences of the modular learning to their learners,
and its result. For problem 3. How does COVID-19
affect the respondents financially? The guide question
for this was "How does COVID-19 affect you
financially as a teacher?", the question was delivered
by the researcher in hopes to know how did the
pandemic affect the financial status of the respondents
since they were currently employed at a private
integrated school. For problem 4. How does
COVID-19 affect the respondents' families? The guide
question used for problem
4 was "How does COVID-19 affect your family?", the
researcher asked this question to know how did the
pandemic affect the respondents' families, especially
with the restrictions implemented by the government
limiting movements outside the safety of home.
Data Gathering Procedures
Data were gathered in the following manner. First, all
correspondence like letters such as letters of approval
by the respective authorities like the researcher’s thesis
adviser, the Executive Officer for Academic Affairs
and Dean of the Graduate Studies Program, and
School Administrators were accomplished. Secondly,
the researcher interviewed the 12 private integrated
school teachers. The interview was made via phone
call for the availability of the subjects. The cellular
phone numbers of the subjects were taken from the
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Research Article
Private Integrated School’s Registrar Office with, of
course, the approval of the subjects. The researcher
called the respondents individually. The researcher
then delivered and asked her question in English. The
researcher introduced herself and explained the
purpose of the interview and gave assurance that the
respondents' identities would be confidential. The
researcher then gave the respondents the option to
utilize the language they were comfortable with.
Lastly,the data gathered from the interview were then
analyzed and interpreteds.
Results and Discussion
How does COVID-19 affect the profession of the
respondents?
This research question intended to ask how the
covid-19 affected the respondents’ profession as
teachers. All twelve (12) of the respondents had the
same answer to the question of how Covid-19 affects
their profession as a teacher.
Theme 1: Profession
Subject 1, who had been teaching in the private
integrated school for four years, stated that:
“For me is that, minsan nagkakaroon ng difficulties sa
pag-adjust sa new normal natin ngayon. Nakasanayan
ko kasi na nagdi-duscuss sa class and mayroong two-
way interaction between sa mga estudyante ko atsaka
nakikipag-interact din ako sa mga teachers, pero I am
still glad na nakakapagturo parin kahit na mayroon ng
new normal. Yung assurance na naiintindihan ng
students yung topic na naibibigay sa kanila is very low
compare sa tradisyunal na face to face na klase.”
Subject 1 had been teaching in the private integrated
school for four years. She had three years of
experience teaching at the school before the pandemic
and a year of experience teaching at the same school
during the pandemic giving her a total of four years
teaching at the private integrated school.
Subject 1's answer in regards to the first question
which was on how the COVID-19 did affect her
profession, subject 1 had a really hard time adjusting
and that she encountered a lot of difficulties in dealing
with the new normal, modular learning. The researcher
then asked subject 1 if she could elaborate on some of
the difficulties she had encountered. According to
subject 1, facilitating a class during the time of the
pandemic had presented problems she never thought
she would encounter in her line of profession, which
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was teaching her learners through modular learning.
Subject 1 said that she was used to teaching her
learners face to face, where there was an interaction
between her, her learners, and the learners with their
peers.
Subject 1 was worried that her profession as a teacher
may be questioned for she was having doubts about
whether her learners did understand their lessons
unlike before the pandemic. Further, subject 1 was the
one to facilitate and guide her learners through their
lessons where she could answer some parts of their
lessons where her learners were having a hard time
wherein subject 1 could then use other strategies. This
was to ensure that the learners understand the parts
they were having a hard time with. This would also
greatly help the subject to grow and be more efficient
and effective with her profession as a teacher. But
now, with this pandemic, it was no longer applicable
for the learners. They were no longer allowed to have
face-to-face classes for fear of the virus spreading and
affecting their lives as well as others. This COVID-19
affected subject 1's profession in terms of growth.
Subject 2, before reaching the private integrated
school, had an experience of being a volunteer at a
public school for a year and also a year of experience
teaching at another school. It was also a private one,
giving her two years of experience teaching before she
became a teacher for the private integrated school
where subject 1 was also currently affiliated. She
became a teacher for a private integrated school for a
year before the pandemic happened. Before asking the
question on how the panic affected subject 2's
profession as a teacher, the researcher asked the
subject what was the difference between the private
school she was once teaching and the private
integrated school she was now teaching at. The subject
then said that the difference between the two was she
had to use other strategies with her current learners
unlike in her previous school, where there were no
Arabic subjects. She further remarked that the school
she was teaching now had those subjects which meant
that she had to formulate and use other strategies that
were appropriate and were in line with the school
rules.
Subject 2, who was also from the same private
integrated school as subject 1, had the same problem
as the first subject. The researcher then asked the
subject the question of how COVID-19 affected
subject 2's profession, and according to subject 2:
"Teaching is a whole lot different now compared to
what we had back then. COVID-19 really affected my
profession. Dealing with modular teaching was not
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easy at all. As a teacher, you have to adjust to the new
normal setup in school as well as to your students and
their parents. It was a very challenging pandemic."
Due to the fast spreading of the virus, the Department
of Education had to take certain measures in order to
avoid the virus from spreading and risking the health
of the learner, the teachers, and other school staff. The
Department of Education then implemented the
Modular Learning, so the learners can still continue
their education despite this pandemic. Instead of the
teachers facilitating their classes, modules were now
given as the medium of learning, to the learners. This
ensured that their education and learning were still
continuous despite this pandemic. Subject 2 had the
same sentiment as the first subject, the subject had a
hard time adjusting to the new normal setup in school
which was modular learning. It same that teaching in
the new normal was definitely not easy for the subject
had to implore strategies that were usable and
applicable in the new classroom set-up that they had.
Technology and Livelihood Education or popularly
known as T.L.E is a curriculum that dealt with the
knowledge that the learners may apply in their daily
lives. It taught the learners things about technology
such as how to use and fix simple problems with
computers and their different functions. It also guided
the learners about livelihood which meant that this
curriculum needed to have demonstrations and on-
hand teaching when facilitated to ensure that the
learners experienced the learning itself leading to the
next subject's dilemma. This was on how to teach her
learners about the restrictions and rules that they had
to abide by, because of the COVID-19, in mind.
Subject 3 was also teaching at the same private
integrated school as Subject 1 and Subject 2. Subject 3
had the same concern as the other subjects, especially
that the curriculum she's handling was Technology and
Livelihood Education (T.L.E). According to Subject 3:
“COVID-19 affected my profession in a sense that I
cannot practically teach my lessons to my students to
face to face. T.L.E is a skill-based subject that requires
more of the skills of the students. As a T.L.E teacher,
the biggest challenge is to find the easiest and possible
way in delivering the skills through an online setup."
Modular learning or commonly known as the No Face
to Face Class was implemented to protect and ensure
the continuous learning of the learners. Learners were
given modules as their medium of learning, instead of
going to school and endangering their health as well as
others. Subject 3's answer was very well justified. It
was indeed a dilemma for a teacher how to facilitate a
class with this modular learning when the curriculum
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she was ought to teach and facilitate required and
needed on-hand facilitating and learning for the
learners to understand what they were learning.
Teaching the learners about the curriculum
Technology and Livelihood Education (T.L.E) through
printed modules was not enough for this curriculum
required the teacher/facilitator and learners a firsthand
experience.
Learning about computers and other livelihood
knowledge with only the definitions written on the
learners' modules cannot be enough, unlike the other
curriculum, Technology and Livelihood Education was
a curriculum that needed to be applied when learned
by the teacher or facilitator to determine whether the
learners did understand what they were learning. But,
with this pandemic, it was no longer possible for those
creating the subject’s dilemma, which was how can
she assess their learners' skills.
Subject 4, unlike the previous subjects, became a
teacher at the same private integrated school as the
other subjects during the school year. The Department
of Education announced that schools all around the
country will be practicing a new classroom set-up.
This would ensure that the learners' educations were
still continuous despite this pandemic, which was
modular learning. It was the subject's first experience
as a teacher. The subject, out of the previous three
subjects, especially had a hard time adjusting to the
new normal aside from the fact that it was not the
normal classroom setting. Hence, it was her first time
teaching after getting a bachelor’s degree, and
according to the subject:
" It affected me a lot since it was my first time to teach
tapos hindi pa face to face yung klase so nandoon na
yung adjustment ko as a teacher, papaano ko iha-
handle yung new normal na hindi ko nakasanayan.
Hindi ko ini-expect na magkakaroon ng ganito. What
we are encountering right now is the new normal na
modular learning. Sometimes, sa ibang school is mga
online pa. So since nasa private tayo, strategy na
ginagamit natin is modular."
Being a teacher was not an easy profession. Teaching
may seem an easy profession for some people because
they think teaching was only about facts, numbers
written in books, but what they did not know about
this profession was that for a teacher to be called
efficient and effective, the said teacher had to think
and formulate strategies appropriate with the scenarios
she may face in order for her learners to understand
and be a catalyst of change for them. This pandemic
proved to be a challenge to the profession of the
teachers. They had to make adjustments not just with
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their lesson plans, but with everything. They had to
base every step and strategy they make to be
appropriate to the current issue that they were facing.
Teachers who already had an experience in teaching
before the pandemic already had that flexibility that
they needed for them to adjust to the new environment
they were faced with, but unlike them, subject 4 had to
start from scratch with what she had learned from her
undergrad. Accordingly, it did not apply to the current
scenario she had to deal with, the modular learning,
which made adjusting and adapting to the subject's
new environment a lot harder than what she was
expecting.
Subject 5, unlike subject 4, had an experience teaching
as a volunteer in a Day Care for a year before
becoming a teacher at the private integrated school
along with the previous subjects. But even that
experience, did not prepare the subject for what was to
come. The subject's profession as a teacher was
affected by COVID-19 due to the restrictions it
brought with it. The subject said that:
"As a teacher, this pandemic really affected my
profession because we aren't allowed to have a face-to-
face class so it is really hard for us to teach our
students by using only the modular lesson."
The unexpected changes in the classroom setting were
implemented because of the protocols given by the
government to make sure that the virus does not spread
and affect other people and for the virus to not cause
more damage. It was noted in subject 5's answer that
the subject had a hard time adjusting to the new
normal along with her colleagues. She was used to
facilitating a class personally, face to face, where she
could immediately assess and receive feedback from
her learners and determine what part of the lesson the
subject's learners were having a hard time
understanding, what part they needed to be guided
with and that what should the subject do to improve
her techniques and strategies to make her profession
more effective. But, with the pandemic affecting
education, this was no longer possible which made
everything hard for the subject such as adjusting and
adapting to the new normal classroom set-up.
The next subject, subject 6, was someone who has four
years of experience as a teacher, two years as a
volunteer teacher in a Day Care Center, and two years
as a teacher in a private integrated school. Out of the
twelve subjects who participated in the study, subject 6
was one of the four subjects whose length of
experience was longer than the rest of the subjects.
According to the subject when she was asked how the
Domiar & Hussien
COVID-19 affected her profession, the subject said:
“Basically, it limited the competence of the teachers to
teach in a broader context." Teachers, when facilitating
their classes, often use resources that were available to
make their classes familiar and reliable so that the
learners could easily understand the lessons for they
could relate to and apply what they have learned. This
was good for it meant that the teacher's goal and
objectives were achieved which also meant that the
teacher was effective and was good with his or her
profession. However, with the pandemic hitting the
country, subject 6's profession as a teacher was put at
risk because of the danger brought by the pandemic.
Subject 6, as a teacher, was also presented with the
problem of how she will be able to facilitate her class
now that face-to-face learning was prohibited for the
reason that their health as well their learners might be
at risk. Fortunately, the Department of Education,
DepEd, found a solution, modular learning.
Modular learning was completely different from what
the teachers were used to, which was conducting and
facilitating their classes face to face. The teachers were
to continue their classes through the use of modules.
Modular learning not only limited the ability of the
learners to learn in a broader context, but it also
limited the competence of the teachers to teach and
integrate ideas into their lessons due to the fact that
face-to-face classes were no longer applicable. Thus, it
was not appropriate considering the kind of
environment we now have. With subject 6's profession
as a teacher, she now has to think of various methods
that could help reinforce the learners' learning even
with the modules as their medium of learning.
This pandemic affected the subject's profession in a
way that made her worry that her capability as a
teacher was limited due to not being able to apply her
techniques and strategies to her classes personally for
direct contact with the learners was no longer
appropriate considering the risks it may bring. In
teaching, learners were not the only ones who
benefitted from it. It also gave benefits to the teachers
for they can evaluate themselves properly with the
help of the feedback that they will receive. This was in
the form of learners’ results from their assessments. It
will then lead to the teacher's performance to improve
and make him or her to be more efficient and effective
in his or her profession as a teacher.
Subject 7 had been with the private integrated school
for two years, including the school year when
COVID-19 had hit the Philippines. Subject 7 was
someone who was already well versed in the field of
teaching because her family was mostly in the field of
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teaching, but even with that advantage that the subject
had, it did not prepare and give her time for what was
to come, which was the pandemic and the what would
be the effects that it would bring with it such as the
new classroom setting or widely known as the
Modular Learning. Subject 7, when asked the question
about how COVID-19 affected her profession, said
that:
"For as teachers, malaki ang naging apekto nito dahil
nga sa bago lang ako sa larangan ng pagtuturo,
nakakalungkot lang dahil nga sa hindi ko magamit ang
mga technique, na natutunan ko sa aking pag-aaral, sa
loob ng classroom so nakakalungkot lang dahil nga sa
walang mga estudyante tayong nakikita. Ot feels like
we're teaching in an empty class."
It was understandable that the teachers, in this time of
the pandemic, were having a hard time adjusting to the
new normal classroom setting for it was something
that was never taught during their undergrad and
graduate studies. What made the subject worry was her
not being able to show her full potential as a teacher
for she could not apply the techniques and strategies
that she had learned during her journey as an aspiring
teacher. Subject 7 did not expect that her first year of
experience as a teacher will be at this time of
pandemic that she will not be facilitating her class
personally. The subject was also sad knowing that with
the new classroom set-up, opportunities for the subject
to enhance and sharpen her growth further with her
profession as a teacher due to the restrictions that the
pandemic had brought.
Subject 8, who was also from the same private
integrated school as the other subjects, was a fresh
graduate, so it was her first time applying what she had
learned from her college days. Contrary to what the
subject had been expecting, where she will be teaching
her learners and facilitating her classes face to face,
she now has to teach her learners through the new
classroom set- up, which was the Modular Learning.
According to the subject:
“Before the pandemic po kasi ay nahihirapan po akong
magturo, kumbaga mas lalo pa ngayong pandemya.
Hindi kasi katulad sa iba na given na yong mga
modules na ibigay sa mga students, kami kasi ay
kailangan pa na i-meet yong standards ng mga parents
kasi kapag nahihirapan yong mga students sa pagsagot
sa kanilang module, instead na sa amin dumeretso para
magtanong yong parents, sa head na sila dumederetso
kaya minsan nagkaka-misunderstanding."
As a teacher from a private integrated school, Subject
8 not only needed to worry about how to cater to the
needs of her learners but also the needs of her learners'
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parents which was to provide quality education to their
learners. Unfortunately, because of the protocols that
were implemented by the government in order to keep
everyone safe from the virus, COVID-19, teaching her
learners face to face was no longer a choice for subject
8.
Aside from the subject adjusting to her new
environment for this, being the first time for subject 8
to teach, she also had to adjust as fast as she can to the
new classroom setting, Modular Learning, for it was
now the only way and solution for the learners to
continue their learning and for the teachers to go
practicing their professions. Subject 8 not only had to
adjust and adapt but she also had to think of ways how
to improve and enhance her growth as a teacher even
with this pandemic.
Subject 9 has been a teacher in a private integrated
school for five years. Out of the twelve subjects,
subject 9 had the longest experience of being a teacher
in a private integrated school. Even with the
experience that the subject had, it did not prepare her
for what was to come, which was the pandemic
affecting their profession as a teacher and the
education itself. The subject said that:
"When this pandemic hit worldwide, everything
became limited so my performance as a teacher also
got limited and we had to adjust everything that we
have been doing inside the classroom to cater to this
new normal.”
Just as what the other subjects have experienced,
subject 9 also had a hard time adjusting to the new
normal for it was sitting that no one expected to
happen. The subject had to start creating and
formulating new strategies and techniques appropriate
to the new classroom setup that was implemented.
Unlike before the pandemic, when direct contact and
facilitating a class was done inside the classroom.
Hence, facilitating a class through direct contact with
the learners was no longer possible. In the new
classroom setting, modular learning followed the rule
of having no face-to-face class, so the teachers had to
learn new strategies and adapt as fast as they could.
The next subject, subject 10 had been with the private
integrated school for two years, including the school
year that the new normal classroom setting or modular
learning was implemented. Subject 10 was a teacher
whose specialization was the Filipino curriculum.
According to the subject when asked the question of
how did the COVID-19 affect her profession as a
teacher, said that:
"Malaki ang apekto ng COVID-19 natin sa ating lahat
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lalo na sa mga guro. Napakahirap mag-adjust o
gumawa ng mga bagong technique o stratehiya at
methods sa pagtuturo sapagkat hindi na maaaring
magturo ng face to face dahil bawal ang pagtitipon-
tipon. Isa sa pinakaproblema ng guro ay ang hindi
agarang matulungan ang pangangailan ng kanilang
mag-aaral. Hindi nabibigyang linaw o ipaunawa sa
mga mag-aaral ang mga aralin sa kanilang lecture.
Ang modality o module ay isa lamang sa solusyon
upang maipagpatuloy ng mga bata ang kanilang pag-
aaral, ang iba naman ay online classes."
COVID-19 not only affected the economic standing of
our country, the Philippines, but also its educational
system. The Department of Education had to think fast
of a solution to save and let the learners’ education be
continued and with that came modular learning. The
learners were given modules for them to learn at home
instead of going to school and risking their health as
well as other people's. COVID-19 not only affected the
learners' education but also the growth of the teachers
in their profession. With the pandemic affecting
education, subject 10, being a teacher, had to
formulate strategies. These should be appropriate to
the new classroom setting while coping and adjusting
to her new environment or the modular learning
modality. These techniques and strategies that the
subject was applying to her class were no longer
applicable due to the reason that it was not appropriate
for the new classroom setting that they must now
follow.
This pandemic challenged the subject's profession as a
teacher in every way. It made her question her
affectivity as a teacher, it made the subject worry
about her learners’ whether they really understood
their modules because of the reason that the learner
may not be the one answering the modules that they
pass during the retrieval. Subject 11 had been teaching
at the private integrated school for two years even
before the pandemic had hit the country, the
Philippines. In regards to the question of the subject's
profession as a teacher was affected by COVID-19,
she answered with:
“COVID-19 affected my growth as a teacher. It
limited the opportunity where we could hone our skills
inside the class and also it made teaching hard
especially since we have to adjust to the new normal.
It made us realize that indeed, a teacher should really
be flexible para harapin yong mga challenges na
maaari nilang ma- encounter gaya nalang nitong
pandemic."
The pandemic affected not only the growth of the
learners with their learning but also the growth of their
Domiar & Hussien
teachers or facilitators. It made opportunities for them
to grow professionally as teachers to be hard for
seminars and other forms of programs that may help
their growth and enhance their skills as teachers. This
event was also canceled or postponed due to the fear of
risking the health of everyone around them.Teachers
not only enhanced and sharpened their skills through
seminars and programs but also by teaching or
facilitating a class. In teaching, teachers can gather
feedback through verbal and nonverbal results on
whether the strategies and techniques they used and
applied were effective. And, if they themselves were
effective as facilitators of learning, and with the data
they had gathered, they could change and improve
their skills which will then result in them becoming
more effective and efficient in their professions as
teachers. When a teacher-facilitated a class, the teacher
then could find what were the things that the teacher
may lack as a facilitator of learning and how to fix it
for the teacher to be more effective. Subject 11 was
worried that with the new normal classroom setup, her
skills and growth professionally as a teacher may take
longer for opportunities to enhance her skills as a
teacher were now limited.
Subject 12 had also been teaching at the same private
integrated school as the other subjects for two years,
including the year where the new classroom setting or
mostly known as modular learning was implemented.
Subject 12, along with the other subjects, had a hard
time adjusting to the new normal, aside from having to
think of possible ways to make the learning of their
learners to be easier and more accessible to them. She
also had to worry about how to enhance and hone her
skills. According to the subject:
“Teaching is not an easy profession. You need to
consider everything for you to become an efficient and
effective teacher. But the spreading of COVID 19 all
over our country makes education harder to cater to on
the part of the teacher. Changing the mode of learning
from face-to-face to blended learning is another
struggle that a teacher must overcome. It was hard
knowing that you have to consider different things
most importantly observing health protocols. You need
so many adjustments to cater to all the knowledge that
you want to impart to your learners through modules
only. You have to deal with it even though it's risky."
With the COVID-19 hitting the Philippines, health,
wealth, etc., and professions were put at risk because
of the danger looming caused by the COVID-19 virus.
Professions such as teachers were especially affected
by the pandemic. Teaching requires direct contact with
the learners. Yet, it was not possible for having direct
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contact with the learners may bring danger to
everyone's health. The pandemic also brought danger
to the profession of teachers in a way that they may
not be able to practice their profession as teachers,
which made the last subject. Subject 12 was worried
about the teachers from the private integrated school.
They were struggling of keeping their profession due
to the possibility that they may lose their jobs because
of the low number of enrollees that their school had.
Just as what the subject had said, teaching is not an
easy profession. In teaching, a teacher had to consider
every variable that could and might affect the teacher's
performance.
Most of the subjects had the same answer. The
respondents said to have encountered difficulties in
adjusting to the new normal which they were used to
teaching in front of the learners. There was also an
interaction between the learners and the teachers. It
made them worried that the learners may be facing
more difficulties because of this. The respondents were
also worried about how to apply or what strategies and
techniques should they apply in this new normal. They
had to cater to the needs of the learners while also
keeping in mind the new normal kind of education we
have. Aside from having difficulties in assisting to
withe new normal, their growth as a teacher was also
limited due to the restrictions that came with the
COVID-19.
According to Barry and Konematsu (2020), the Covid
-19 outbreak made a refund impact on the education
especially on teaching since the teachers had to
quickly adapt to the new normal. The respondents
found the new normal hard. They had a hard time
adjusting to the modular learning since they could not
assess the learning of their students and their capacity
to also teach was limited due to the restrictions caused
by the Covid -19 pandemic.
How does Covid-19 affect the learners?
This research question tried to explore the perceptions
of the respondents on how did Covid-19 affect their
learners. Based on the subjects’ responses, it was
confirmed that the twelve (12) subjects had the same
answer wherein they said that the performances of the
learners were affected by the pandemic.
Theme 2: Learners
COVID-19 affected not just the stakeholders, staff,
and teachers but also the learners. Learners had to
learn through modular learning where they were given
printed copies of their lessons once a week and then
Domiar & Hussien
retrieved by the teacher. The learners only had their
modules to rely on without the help of their teachers.
Meanwhile, some learners were tutored or guided by a
family member. According to subject 1:
"Base sa nakikita ko sa kanila everytime na nag-
papasa sila ng mga module is that karamihan sa mga
learners ko is parang nahihirapan silang mag-adjust sa
bagong learning system, kung ako nga na teacher
nahihirapan yung estudyante pa kaya. Nakasanayan
nila kasi yung face to face na kasama nila yung mga
kaklase nila, na may naririnig sila na mga discussions
na galing sa teacher. Ngayon kasi kapag may i-aask
sila na questions is hindi nila deretsong nasasabi o nai-
aaproach especially yung mga learners ko na nag-
rerely sa visual at auditory way of learning."
Based on Subject 1's answer in regards to the question
of how did the COVID-19 affect the subject's learners,
accordingly, they had a hard time coping with the new
style of learning. These were presented for them to be
able to have continuous education. The learners were
so used to direct learning or face-to- face classes.
These classes were held inside the class and were
facilitated by a teacher. They had interaction and
exchange of ideas with their peers. With the modules
as the medium of learning for the learners, they were
having a hard time understanding their lessons unlike
before the pandemic. They could easily ask their
teacher about the parts of the lesson that they were
having a hard time comprehending and where the
learners themselves could experience and apply what
they have learned. It was understandable for the
subject to be worried about her learners.
Every learner had a unique way of learning. Some
learners understood their lessons through listening or
auditory learners where the learners deciphered the
lesson more with the help of an explanation from a
teacher. They worried the subject for her learners were
mostly working parents. This meant that the parents of
the learner might not have enough time at home to
help guide their children with their modules. This
might result in the subject's learners' performances to
drop.
This pandemic, COVID-19, caused a lot of casualties
to the education system. It showed loopholes and the
weaknesses of our education system. It also made
learning hard for our learners. The only thing that the
learners could do was cope and adjust to the new
normal kind of education that was implemented, which
was modular learning. Subject 2, said that:“COVID-19
affected many learners, from dropping out of school
since no one can help them in answering their modules
while some dropped out because their parents lost their
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jobs so they have no income to support their children."
Learners from the private integrated school were
composed of not just children with parents who can
afford to send their children to private schools but
were also composed of learners who do not have
parents. These learners were allowed to attend the
private integrated school without the burden of
worrying about the tuition fees. The subject was
worried about the fact that some of her learners were
Aytams and because of this pandemic, they might stop
going to school since with the pandemic, modular
learning was implemented and the medium of learning
was modules. Unlike public schools where modules
were given for free, but to be returned after a week,
learners from the private integrated school had to pay
for their modules. The modules they will be receiving
will serve as their notes for the whole school year and
they get to keep them. The subject was worried that
her Aytam learners may not have the same luxury as
the other learners who can afford to pay for their
modules. This might become the very reason for them
to stop going to school because they do not have the
means to pay for their modules.
Subject 3 was a teacher who handled the Grade 9 and
the curriculum that the subject was in charge of was
Technology and Livelihood Education (T.L.E). This
meant that learning and evaluation were mostly done
through demonstrations. But this pandemic, the
learners had to learn through modular learning, this
was no longer possible. According to the subject:
“COVID-19 had an enormous effect on the learners.
Naapektuhan nito yung kakayahan nilang intindihin ng
mas-maigi pa yung lessons nila. May mag-aaral kasi
na mga audion learners o di kaya ay mga visual
learners, so with the new normal kind of education we
have, medyo tumagilid yung mga learners natin
especially na karamihan sa mga parents ng mga
students are mga working parents."
Subject 3 was worried that her learners were having a
hard time understanding their modules, especially with
the curriculum she was handling, Technology and
Livelihood Education (T.L.E). The subject was
worried that her learners' parents or guardians were
mostly working. This meant that some learners of the
subject had no one to help or assist the learners with
their modules. Teaching subject 3's learners through
online was not also applicable for most of the subject's
learners did not have the means, such as owning a
cellphone much more than a laptop. It made online
teaching not an option to subject 3, therefore she had
to find other means for her to teach and for the
subject's learners to understand what they were being
Domiar & Hussien
taught, the curriculum Technology and Livelihood
Education (T.L.E).
Subject 4, a subject teacher and an adviser for the
elementary level, said that:
"Since iba yung kumukuha ng mga modules ng mga
learners, yung mga nare-receive natin is yung modules
na they return, so kung ano yung mga nandoon sa
module na nasagutan nila, we are still not sure or
sigurado na galing talaga sa mga learners yung mga
sagot na iyon."
The subject, the same as the previous subjects, was
also concerned about her learners having a hard time
coping and adjusting to the new normal classroom
setup. The subject was also worried that the learners
may not be the ones answering their modules due to
the reason that the modules that the subject had
retrieved had different handwriting. It meant that it
was written by someone else. This made the subject
worried about her learners, that after this pandemic,
when everything goes back to what it used to be such
as classes being facilitated inside the classroom, her
learners may have a hard time catching up with their
lessons for proper guidance was not given to them
when the modular learning was implemented.
Subject 5 was an adviser from the elementary level.
The subject was worried that her learners due to this
pandemic, where modular learning was implemented,
have forgotten how to read or even write. According to
the subject, when she was asked the question of how
did COVID-19 affect her learners:
"In this current pandemic, the most affected are the
learners because they cannot learn a lot through the
modular class. It is different from when they are
facilitated inside the class. Their learning is very
affected and some of them even forgot how to read and
write, so they are the biggest victim of this current
situation in our country."
It is indeed true that when the pandemic reached the
country, the Philippines, the most affected one are the
children because the COVID-19 affected not only the
health and economic standing of the country but also
its educational system. Unlike before the pandemic,
when learning happens inside the classroom, it was no
longer possible for modular learning to be
implemented to avoid risking the health of both the
learners and the teachers.
Learners from the elementary level were still young
and they needed proper guidance for what they will be
learning in their elementary days. These will become
the basic foundation of what they will be learning in
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the future. The subject was worried that with the
modules and busy schedules of the learner's parents or
guardians, proper assistance to the learner's learning
with their modules will be lost and that may affect the
learners’ ability to read or to write. The researcher then
asked the subject what made her worried about this.
The subject then said that she and her co-teachers had
received and retrieved modules that were answered by
someone else which made the subjects anxious about
what to expect when modular learning was lifted and
normal or face-to- face classes were to resume.
Subject 6, unlike the previous subjects, belonged to the
category of subject teachers. The subject mostly
handled curricula such as Mathematics and Araling
Panlipunan for the lower elementary level, Grades 1,
2, and 3. The subject then said, when asked how her
learners were affected by the COVID-19:
“Direct interaction was lost and it's sad that a boundary
to explore the skills of the students in this
contemporary world hence adaptation of online
teaching and modular class affected the students’
progress.”
The implementation of modular learning followed the
rule of having the learners learn at home with the use
of modules distributed by the teachers to their learners'
parents or guardians. Teachers, such as subject 6, had
to rely on the answers and results that they had
gathered from the learners' modules. Indeed, their
learners understood the modules given to them, and
with the implementation of the new classroom setting,
the ability of the learners to further explore their skills
had been limited which then resulted to subject 6's
learners' performances and progress being affected.
Subject 7 was the same as subject 6. Subject 7 was
also a subject teacher, but unlike subject 6, subject 7
handled learners from the higher grades or the junior
high school. The subject was in charge of teaching the
curriculum Filipino to them, which was mostly,
according to the subject, about literature written by
famous Filipino writers such as Dr. Jose P. Rizal. The
subject said that:
"Napakalaki ng apekto nito sa aking mga students
dahil nga sa maliban sa wala tayong face to face. Yong
ibang students kasi nagmo-modules ang iba naman ay
nag-oonline class pero sa situwasyon ko, module
ginagamit namin. Hindi natin masisigurado na ang
mga students talaga mismo ang gumagawa sa kanilang
mga takdang-aralin. Hindi natin masukat kung saan
yong kaalaman ng mga bata na ito dahil sa hindi natin
sila nakikita.”
The new classroom setup, based on the subject's
Domiar & Hussien
answer, had greatly affected her learners. Because of
not having their classes inside the classroom and not
being facilitated by their teacher, some learners of
subject 7, did not answer their modules themselves.
This worried the subject for proper assessment of what
the learners had learned from their modules. This
cannot be done directly which made the subject
question whether the learners do even read the
modules they were given.
The subject was also worried about the fact that the
curriculum (Filipino subject) she was teaching was
mostly about literature. The learners may not be
reading the literature she had included in their
modules. That instead of reading with comprehension,
the learners were merely reading them for the sake of
answering the questions to be answered in their
modules. This made the subject worried that her
learners’ knowledge about literature had been affected
due to not being able to assess what the learners had
learned from the modules she gave them, herself.
During the class pre-pandemic time, we were
facilitated and done inside the class, where
participation and interaction between the learners and
their teachers happened. The facilitators or teachers
can properly and directly add the learning that their
learners had gained after their discussions through oral
and written works. With this, the teachers can fix and
add more to what were the things and parts of the
lesson that the learners had a hard time understanding.
But, with this pandemic and the implementation of the
new classroom setting which was modular learning,
this was no longer applicable and appropriate because
of the risks that it may bring to the learners and other
people's health. According to Subject 8, when asked
how were her learners affected by the COVID-19:
"Nahihirapang mag-cope yong mga students sa new
normal. May mga outstanding na students before na
nalamangan ng mga average students noon. Noong una
kasi alam mo talaga sino yong mga students na nagpa-
participate lagi at nagsa-study, ngayon kasi ang
basehan na ng grado ay yong mga modules na
ipinapasa ng mga parents."
The learners, who were enrolled in the private
integrated school were having a hard time coping with
the new normal. Outstanding learners before the
pandemic were now having a hard to see keeping their
place, unlike before the pandemic, where the learners
were assessed directly by their teachers. Learners were
now assessed through the retrieved data or written
works passed by the learners' parents or guardians. In
the new classroom setup, learners’ grades were now
based on the modules and other written works, but
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with the busy schedule of the learners' parents, there
was no one to help them with their modules thus
causing their performances to drop.
Subject 9 was the adviser for Grade 1. The subject was
worried about her learners’ progress, especially in the
curriculum Mathematics. The subject's learners were
still very young, so they needed to be properly guided
for them to understand their lessons. The researcher
asked the subject how were her learners affected by
the COVID-19 and according to the subject:
"To start with, my pupils could hardly adapt to this
new normal, modular learning, they were still
demanding to have their lessons face to face but
honestly, their performances are not the same anymore
like before."
Since what Subject 9 was handling were the Grade 1
learners, she was worried that the learners could hardly
adapt to the concept of modular learning. Facilitating a
class for the Grade 1 was already hard during face-to-
face classesb for keeping the attention of the Grade 1
learner focused on the discussion of their lesson was
really hard, what more that now there was no teacher
to facilitate and keep their attention on their lessons.
Some parents from Grade 1, according to the subject,
were persistent in asking the subject the question if a
face-to-face class could happen for the learners'
parents were also worried about the progress of their
children.
Subject 10 was the adviser for Grade 7 and mostly
handles the curriculum Mathematics for the secondary
level or Junior High School. The curriculum
Mathematics was already difficult for some learners
even with the teacher guiding them during the face-to-
face classes what more now that the modular learning
was implemented, where there was no teacher to help
and facilitate their class. Subject 10 said that:
"Gaya ng ng sabi ko, nahihirapan nga mag-adjust ang
mg guro sa pagtuturo paano pa kaya ang mga mag-
aaral. Nahihirapang silang intindihin ang mga aralin ng
walang pagpapaliwanag o discussion mula sa guro.
Nahihirapan din silang gumawa ng research sapagkat
di lahat ng bata ay kayang bumili ng gudget na
kanyang gagamitin sa pag-aaral, halimbawa nalang ay
ang online class. Ang iba naman ay hindi magabayan
ng magulang dahil sa trabaho o di kaya naman ay
kulang sa financial support so ang epekto nito ay titigil
na lamang ang bata sa pag-aaral. Malakj ang naging
epekto ng COVID-19 sa mga mag-aaral lalo na sa mga
working students."
Learners from the Junior High School were struggling
to adjust and cope with the new classroom set up for
Domiar & Hussien
they were used to their lessons being conducted and
facilitated by their teachers inside the classroom.
Subject 10's learners were having a hard time
understanding their lessons, especially with the
curriculum Mathematics for there was no teacher to
help them understand the parts they were having a
hard time with unlike before when modular learning
wasn't implemented, they could easily ask clarification
about their lessons they were confused with from their
teachers, this was no longer possible with the
implementation of modular learning.
Learners could not also easily rely on answers and
explanations found on the internet because some of the
information from the internet can be changed and
edited which makes the result from the internet
unreliable. This pandemic indeed affected the subject's
learners’ performances and challenged the learners’
capacity to understand their lessons through the
modules given to them.
Subject 11 was the same as subject 10; she was also an
adviser from the Junior High School. The subject was
anxious about her learners' performances when the
new classroom set up was implemented for the
subject's learners were having a hard time coping with
the new normal and understanding their modules.
According to the subject:
“It affected my learners’ learning. Their knowledge
was limited to focus sa kung ano man na nakalagay sa
modules kasi kung ano yong naroroon sa module yon
lang yong maiintindihan nila atsaka yong iba naman ay
nahihirapan intindihin yong mga lesson kasi nasanay
na sila na ipinapaliwanag muna ito ng guro or
nagbibigay ng over view para mas maintindihan ng
mag-aaral ang kanilang mga lessons pero ngayon ay
wala na kung kaya't maraming estudyante ang
nawawalan na ng ganang mag-aral."
With the modules as the medium of learning,
knowledge about certain lessons was limited to what
was only written in the modules handed to the learners.
Some learners who, before the pandemic were already
having a hard time understanding particular topics
from their lessons, were having a much more hard time
that their peers for there were no teachers to facilitate
and give clarifications to the parts of their lessons.
They were confused, that there was no teacher to give
an overview of their lessons. Cases such as this often
result in learners losing their interest, thus causing
their performances and progress to drop which will
then result in the learners having lower grades.
Teaching and facilitating a class was easier to be done
when direct interns took with the learners were
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allowed, but with the impending danger brought by
COVID-19, it was no longer possible to hold classes
inside the classroom which was why the Department
of Education proposed and then implemented the new
classroom setup. In this modular learning, the learners
were given modules to study and answer to avoid the
danger of being infected by the virus and for the
learners to still have continuous learning. According to
Subject 12, when the subject was asked how the
COVID-19 affected her learners:
“When we are talking about education in this time of
pandemic I think the most affected ones are the
learners. Learning face to face is far from learning
through modules and online classes. It's not easy for a
learner to grasp every knowledge that needs to be
learned. Learners need so many adjustments and put a
lot of effort for them to learn everything in the
modules. They need to spare most of their time in
answering their modules."
Learning during the time of the pandemic, where
modules were the medium of learning was hard.
Learners had to adjust and adapt as fast as they could
for this was the only way for them to continue their
learning and at the same time be safe from risking their
health. Grasping knowledge relight modules was hard
for the learners for while they have to learn through
the modules given to them, they also had to adjust the
way they were learning before the pandemic happened.
The pandemic affected the subject's learners'
performance for they were used to having their lessons
facilitated by their teachers. As such, they could ask
for clarifications when they were confused with some
parts of their lessons, but this was no longer possible
thus causing the learners’ performances to drop.
Due to the pandemic, learners were given modules as
an alternative to learning since face-to-face classes
were still not allowed. The learners had to learn
through modular classes wherein they will be assisted
by their parents, but with the busy schedule of the
learners' parents, they are forced to learn by
themselves or answer their modules without even
understanding them. The learners’ opportunity to also
share their ideas with their peers was also lost since
there was no face-to-face class.
The respondents also mentioned that some of their
learners were struggling in adjusting to this new
normal. Some of the learners learned through auditory
learning wherein they learned through listening to the
discussion of the teacher and the ideas shared by their
peers. The most affected victims in education were the
learners.
Domiar & Hussien
According to Kuhfeld et al. (2020), the Covid-19
pandemic affected the learners' performances since
face-to-face classes were not permitted. It meant that
the learners' performances will not be as good as their
previous performances since there will be no teachers
to facilitate their lessons. Furthermore, interactive
learning was also not possible because of the
restrictions caused by the pandemic.
How does the covid-19 pandemic affect the
respondents financially?
Theme 3: Financial
The third research question talked about how the
covid-19 pandemicaffected the respondents financially
as a teacher. The findings showed that all twelve (12)
of the respondents had similar answers wherein they
said that the Covid -19 affected their salaries. Also, the
number of enrollees in their school decreased due to
learners dropping out or transferring to public schools.
Subject 1 was someone who still lives with her
parents. The subject's mother was a public school
teacher while the subject's father owns a store. The
subject has five siblings. When it comes to the
financial standing of Subject 1, when the pandemic hit
the Philippines, the salary of the subject was affected
by the pandemic. According to the subject:
"Naapektuhan yung income, especially ngayon na
lahat tayo apektado so meaning yung mga studyante
din. Yung mga sahod namin kasi na mga private
educators is nag-rerely doon za ibabayad o tuition fee
ng mga estudyante namin, so mas nahihirapan na kami
ngayon sa pag-babudget compare noon dahil na din sa
delay na sahod na nararanasan namin minsan."
The pandemic affected the economics of the country
which then resulted in some Filipinos losing their jobs
and businesses’ stock going down. Teachers from the
private integrated school salaries relied on the tuition
fee paid by the learners' parents. And, with this
pandemic affecting the economy and financial
standing of every Filipino, their businesses and store
suffered a sit back. This was causing them to pay the
tuition fee of their children very late, thus causing the
salary of the subject's to be delayed. This made the
subject have a hard time budgeting her salary. The
researcher then asked the subject if it was okay to ask
how much was the salary they were receiving during
the pandemic. Accordingly, their monthly salary was
4,500 pesos but then it depended on the tuition fee
paid by the parents for some time they even received
less than 3,000 pesos every month due to the delayed
payment of the tuition of the learners.
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With the sit back that the country's economy had
experienced due to the rising case of COVID-19, a lot
of people had lost their means to provide for their
family for the loss of jobs was no stranger because of
the pandemic affecting the economy. Subject 2 said
when the subject was asked how the pandemic affected
her financially:
"As a private school teacher, COVID-19 affected our
monthly salary. Many of our learners dropped out and
some chose to transfer to public schools, so our
monthly became very low. There are times when I
have no money at all, but because I love my learners, I
still manage to go to school for them.”
As a teacher from the private integrated school,
Subject 2's monthly income comes from the tuition fee
paid by the parents or guardians of the learners
enrolled at their school, but because of the pandemic,
some of the learners’ parents’ jobs or business lost
profit. This led the learners' parents to transfer their
children to public schools for fear of not being able to
have enough income to support their children's
education if they were still to attend the private
integrated school they were enrolled at. This then
resulted in the salary of the private integrated school
teachers being deducted and delayed. Fortunately for
Subject 2, according to the subject, she lives near the
private integrated school she was teaching at so she
did not have to worry about spending money on fares
because the school she was teaching at was a walking
distance away from the subject's home.
Subject 3, just like the previous two subjects, was
worried about the effect of the pandemic on their
financial standing. Subject 3 was still single and was
living with her parents. Subject 3's family was mostly
government workers, so in terms of their family's
financial standing, they were still okay. The researcher
then asked the subject how the pandemic affected the
subject financially, and according to the subject:
“Firstly, the pandemic had affected our lifestyle. Ever
since the breakout, we have been more conscious of
our lifestyle. It also affected our livelihood; we needed
to be sure where to spend our money, like what is
essential and necessary."
When the pandemic hit the country, it affected not
only the economic and educational standing of its
citizen but also their very lifestyle. It made them
anxious for their sources of income had become
unstable and it threatened their livelihood, thus causing
them to adjust their lifestyles. Some of Subject 3's
learners transferred out due to the lack of financial
support. They transferred to public schools which then
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resulted in the number of enrollees for the private
integrated school to decrease thus affecting the salary
of the teachers causing their monthly income to
decrease from 5,000 pesos, before the pandemic, to
4,500 pesos or less making the subject worried about
her financial status. The subject was worried that the
salary that the subject would receive may not be
enough because of the reason that aside from their
monthly salary decreasing, their monthly salary was
also sometimes delayed for a month or more.
The next subject, Subject 4, was also still living with
her family. The subject was struggling financially
during the pandemic for unlike the two subjects,
Subject 2 and 3, Subject 4's house was far from the
private integrated school they were teaching at so she
had to commute every time that the subject had to go
to or do home from school, so the subject had to really
plan her budget well.
According to the subject:
"Napakahirap kasi hindi ganoon kadali ang mag-hanap
ng trabaho, ang hirap-hirap, lahat ng mga opportunity
na pwede mo sanang makuha is nagsisipag-close.
Napakahirap bilang isang private teacher, especially na
yung salary natin is expected na liliit or may deduction
or delay na mangyayari kasi nga yung salary ng isang
private teacher is nakadepende yon sa kung ilang
amount ang manggagaling sa mga bata. Yong
population ng mga bata sa private school is lumiit kasi
may mga hindi na nag-enroll especially yong mga
parents na mga sigurista, na bakit pa daw nila e-enroll
yong mga anak nila sa private school e modular naman
din, sayang pa yong ibabayad nila. Yon yong
naranasan namin ngayon na napakahirap"
With the pandemic affecting the Philippines, finding
work was no walk in the park for instead of hiring
people to work for them. Some businesses opted to let
go of some of their workers’ staff due to the pandemic
affecting them financially. Teachers from the private
integrated school also had it hard especially since they
had to worry not only about their salaries being
deducted and delayed but also about the possibility of
losing their jobs for their salaries were dependent on
the tuition fee of the learners. With the decline of their
enrolment rate, the possibility of the subject and her
co-teachers losing their jobs was high which made
them anxious.
The decrease in the number of learners of the private
integrated school was because some parents
transferred their children to public schools. Also, some
learners dropped out due to them losing interest in
school due to the fact that there were no face-to-face
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classes and that the medium of learning for the
learners was modules.
Subject 5, out of all the subjects, lived far from the
private integrated school. The subject was from Lanao
del Sur so she had to commute every day to the private
integrated school that the subject was teaching at was
located in Lanao del Norte. The subject had to be
frugal and conscious with her spending, especially
with the pandemic affecting them financially.
According to Subject 5:
"When we talk about the financial problem during this
pandemic, every one of us has undergone this crisis. I
learned how to manage my salary because the goods
are getting expensive." When it comes to the financial
aspect at the time of the pandemic, no one was able to
avoid its effect on everyone's financial status. It made
everyone aware of the fact that not only do they have
to move frugally but that they also have to find other
means to provide for their family's daily needs for
what they were learning before the pandemic was not
enough considering the rising cost of every goods.
This made Subject 5 anxious for their salaries were
most of the time-delayed. She had to plan her budget
well since she also had to worry not only about the
fare she had to use when she commuted to school but
also about the budget she needed for her daily needs.
The researcher then asked the subject if there was a
possibility of the subject letting go of her job, the
subject then said that letting go of the job was not an
option for the crisis that the pandemic had brought.
This made her looking for a new job no longer
possible, so the subject will just have to find and think
of new ways to earn extra money to make up for the
loss and delayed salary of the subject.
Subject 6 was a subject teacher so her salary was a bit
different from her co- workers. According to Subject
6:
"Financially, all the workers, even from different
sectors, are affected severely, especially the business
sector. It also affected our monthly salaries."
Before COVID-19 had hit the country, the Philippines,
Subject 6's monthly income was 4,500 pesos compared
to what the other subjects were receiving which was
5,000 pesos, and with the pandemic hitting our
country, Subject 6's salary was affected, from 4,500
pesos it became 3,900, so the subject had to be very
careful with her spending since the subject had to
wisely plan her budget.
With the monthly income of the subject being
deducted and delayed, the subject had to find other
means to extra cash so she could provide and buy the
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daily needs that the subject's family needed, and with
that, the subject found an alternative way of earning
money, online selling, which greatly helped the subject
with her financial problem.
The effects of COVID-19 on the private integrated
school’s teachers financially were the deduction and
delay of their salaries. According to Subject 7:
"Malaki po ang apekto nito sa akin dahilan po sa ako
ay nagtuturo sa isang pribadong eskwelahan kung saan
anong dami ng pumapasok na estudyante sa amin ay
ganoon rin kataas ang sahod namin, pero sa
kasamaang palad, dumating yong pandemya at
madaming tumigil mag-aral o di kaya a lumipat ng
paaralan kung kaya't naapektuhan ang aming mga
sahod."
COVID-19 had a great effect on the private integrated
school teachers' financial standing. The monthly
income that the subjects will be receiving comes from
the tuition fee that their learners will be paying, so
Subject 7's salary was dependent on it, and with the
pandemic affecting the economy, where the loss of
jobs and business stocks going down, some of the
subject's learners had to transfer due to not being able
to afford the tuition fee this causing the decrease of the
number of enrollees of their school. It meant that their
salary decrease was unavoidable. Fortunately for the
subject, some of their learners' parents needed help in
tutoring their children who greatly helped the subject
in her dilemma for the subject were also the
breadwinner of their family.
In regards to the question as to how did the COVID-19
affect Subject 8 financially, the subject answered with:
"As a teacher in a private school, minsan mga sariling
pera na namin yong ginagamit namin pang-print ng
modules tapos magmula pa ng magkaroon ng
pandemic ay naging palaisipan na sa aming mga
teachers ang sahod namin kung kailan ito darating lalo
na ngayon na maraming students yong tumigil at
lumipat na ng paaralan."
As a teacher in a private integrated school, teachers
there often use their own money when buying
materials for their class such as chalks and erasers
which was normal for every teacher to do, but with
this pandemic where one had to be frugal, the subject's
from the private integrated school, such as Subject 8,
had to use their own money sometimes when
procuring and producing their learners’ modules.
Unlike in public schools, modules from the private
integrated school were paid for and purchased by the
learners' parents for the reason that they get to keep
them as their children's notes for the whole school year
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where they could review their lessons. But with the
delayed and deducted salary that the subjects' were
receiving, the subjects had a hard time for they were
left with no choice but to pay for the modules
themselves even with the delayed payment of the
parents. They always made sure that the production of
modules was not delayed and was given and received
by the learners on time.
Subject 9, unlike the other subjects, was already
married. According to the subject:"My financial status
before and during the pandemic is still the same, the
only difference is the decrease and delay of salary we
are experiencing."
Subject 9's financial status was still the same as the
other subjects. The subject was affected by the
pandemic financially in a way that the subject's salary
was deducted and delayed because of the effect of the
COVID-19 on the economy. It made every livelihood
suffer for the income that businesses used to gain. It
went down which meant that some of the subject's
learners' parents had suffered a drawback because of
this pandemic. It resulted in some of the learners from
the private integrated school transferring out to public
schools since both private and public school uses the
same way of delivering their classes, which was the
modular learning, unlike from local school where the
learners had to pay for their modules, learners in the
public school received their modules without paying
for it, but with the condition that they were to return
the said modules after a week. The deduction and the
delayed salary were the only effects of the COVID-19
on Subject 9 financially.
Teachers from both public and private schools had to
make sacrifices such as money or even the precious
time with their families. They could be efficient and
effective with their duty as facilitators of learning.
When the pandemic hit the Philippines, everyone had a
taste of its effect physically, emotionally, and
financially. Private integrated school teachers, unlike
teachers from public schools, had their salaries solely
rely on the tuition fee paid by the learners and with the
pandemic hurting the country financially, it caused a
great change to the financial status of the teachers
from the private integrated school. According to
Subject 10:
"Maraming nawalan ng trabaho ngayon dahil sa
COVID-19. Mahirap mabuhay sa panahon ng
pandemya dahil kahit na maliit ang iyong sahod ay
kailangan mo itong pagtiyagaan at tanggapin. Sa aking
pinagtatrabahuan, 4500 ang aking sahod sa isang
buwan at hindi ito sapat sapagkat marami ang
pangangailangan na kinakailangan ko pang tugunan."
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COVID-19 caused a lot of people to lose their jobs and
some opportunities for others who were looking for
work, to close. Living and providing for a family at the
time of the pandemic was hard, especially for those
whose salaries were already low but now even became
meager because of the pandemic's effect. The subject
was worried that her monthly salary, 4,500 pesos, was
not enough to provide for her family since the subject
was already married and also have a four-month-old
daughter. The subject had to find other ways to earn
and provide for her family, and with the other subjects
encouraging her to do online selling, she was able to
avoid being in red even with the delayed salary.
Subject 11, who was still single, still lives with her
family. When the subject was asked how did
COVID-19 affect her financially, said that:
“Financially, medyo hindi okay. Ang mga salary kasi
naming mga guro sa private school ay nakadepende sa
dami ng mag-aaral namin ngunit dahil nga sa
pandemya, kung saan ang new normal na ngayon ng
pag-aaral ay modules, madaming parents ang naisipan
na ilipat nalang sa pampublikong paaralan ang
kanilang mga anak sapagkat pareho naman ang way of
learning sa private and public kung saan module ang
ginagamit. Ang naging resulta ay ang pagliit ng bilang
ng aming mag-aaral kung kaya't lumiit at nagkakaroon
ng delay ang aming sahod."
Teachers from the private integrated school had
experienced some financial difficulties due to the
pandemic affecting their salaries. The subject's salary
was dependent on the number of enrollees their school
has, but with the pandemic affecting the classroom
setting and the economy of our country, some of the
learners from the private integrated school transferred
out. Aside from both public and private schools having
the same classroom setup, and modular learning,
public schools were less expensive than private ones.
This prompted the decision of the learners' parents to
transfer their children to public schools which then
caused the number of enrollees of the private
integrated school to drop this also caused the salary of
Subject 11 to decrease or be deducted and delayed
most of the time.
Teachers from private schools were often thought to
have much higher salaries those teachers from public
schools, but upon researching, it was not the case for
some private schools, such as the private integrated
school involved in the study, did not have a salary
higher than the teachers from the public schools.
According to the last subject, Subject 12:
"As a teacher, it's really hard to teach in this time of
pandemic especially teachers in private schools like us.
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We are the most affected ones when we are talking
about financial problems. Since I'm working in a
private institution, our salary depends on the number
of learners that we have. It's hard. It saddens me
because half of the number of our learners just
transferred out into public schools. The lesser that
were being enrolled in our school the lesser the salary
that we get. It's like a winning battle for us. But that
doesn't stop me from doing my job to serve and teach."
As what the subject had said, teaching at the time of
the pandemic was hard, especially for teachers at the
private integrated school. Teachers from the private
integrated school, such as the subjects, experienced a
sit back with their financial standing since their
salaries were dependent on the number of enrollees
their school have. This meant that when the number of
enrollees dropped, their salaries also decreased. Not
only do the subjects experience a decrease in salary
but they also experienced their salaries being delayed
most of the time due to the reason that the pandemic
also affected the economy. Meaning, those jobs were
cut and businesses also experienced a sit back. In this
case, the parents of the learners were not able to pay
the tuition fee for their children on time because of the
drawbacks that they were also experiencing. Thus,
causes the teachers at the private integrated school,
such as subject 12's salary to be delayed.
All twelve (12) of the respondent had the same answer
to the question on how the COVID-19 affected them
financially. According to the respondents’ answers,
because of the pandemic, people lost their jobs or
experienced a loss of income because of the
restrictions implemented by the government to avoid
the virus from spreading. It made the livelihood of
some families plummet which then resulted in
financial loss. Due to the financial loss, most of the
parents of the learners from private integrated schools
were left with no choice but to transfer their children's
education to public school since both private and
public schools use modules as their tools for teaching
the learners. They decided to transfer their children
while some learners were also left with no choice but
to drop out since face-to-face classes were no longer
practiced. They were discouraged to continue their
learning. Some learners also dropped out of school due
to a loss of financial support. These made the number
of enrollees drop which then resulted in a decrease in
salary, and a delayed salary of the private integrated
school teachers.
According to Carvalho and Hares (2020) unlike
teachers from public schools, contractual and private
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school teachers gave a greater risk of job and salary
loss for their income. This solely depended on the
number of enrollees their school had. Because of this
pandemic, learners from private schools either drop
out or transfer to public schools. It was due to financial
problems they had encountered during this pandemic.
How does COVID-19 affect the respondents’
families?
Theme 4: Family
In research question number four, the respondents
were asked how Covid- 19 affected their families. The
findings showed that the gathered answers from the
respondents revealed that their family was affected by
the Covid-19 emotionally, mentally, physically, and
also financially.
Subject 1, who has been living with her family, was
quite worried about her family's physical and
emotional state. When Subject 1 was asked the
question of how did the COVID-19 affect her family,
according to the subject:
"Maraming aspeto talaga yung naapektuhan ng
COVID-19 sa family ko, especially talaga no, paulit-
ulit na masasabi ko, yung financial aspect. Yung
income na nakukuha is limitado lalo na't marami yung
restrictions sa paglabas, mga sinusunod na mga
protocols. Emotionally rin, nakaka-stress lalo na yung
paiba-iba yung state ng lockdown, from ECQ to GCQ,
nakaka-apekto din talaga ito emotionally sa family
ko."
Subject 1 was worried about her family's physical
health for her father, who was almost fifty years old,
needs to exercise regularly, such as jogging, to keep
his health in check, but with the restrictions that the
government implemented to stop the virus from
spreading, it was no longer possible for the subject's
father to do just that. Subject 1 was also worried about
the emotional state of the subject's family due to the
frustration and anxiety that the family was feeling
because of the fear of the virus.
Aside from the subject’s family’s physical and
emotional health, the pandemic also affected the
subject's family's financial standing for when the
pandemic had hit the country, the economy was also
affected thus leading to Subject 1's family business
had a drawback with the profit their business's profit
causing their family to be more aware of their
spending.
Subject 2 was the same as the first subject, the subject
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also still lives with her family. The subject, in regards
to the question of how did COVID-19 affect the
subject's family, said that:
“COVID-19 affected my family's health, emotionally,
mentally, and physically. Everyone was shocked and
scared when this pandemic started, but I'm glad no one
had experienced COVID-19 in my family, as well as
me."
With the pandemic's danger looming, it made people
scared of going to hospitals for their checkups. They
were afraid that the result of their checkup may come
out positive thus giving them the fear of not doing to
hospitals when they feel something amiss about
themselves. Instead of going to hospitals, they turned
to the internet for help which was not advisable for
most information from the internet can be changed and
edited by anyone who had access to the internet which
made it unreliable. COVID-19 also affected the
subject's emotional and mental health for news about
the spreading of the virus and people who have died
because of the virus were rampant causing them
paranoia and anxiety. This made them go to work and
into public places to buy their daily necessities hard.
The next subject, Subject 3, also still lives with her
family and was still single. Subject 3's family, in
regards to the question on how COVID-19 affected the
subject's family, according to her:
“The pandemic had made jobs difficult hence our
current family income is not as much as it used to be.
Because of this, we became more conscious in
spending our money and we only buy what is
important."
Subject 3's family was affected financially because of
the pandemic affecting the economy. With the
economy being affected, the subject's family business
also suffered a drawback which caused their family to
be more aware of their spending. Aside from their
family business, the only thing their family was
relying on financially was the subject's monthly
income which was also unfortunately affected by the
pandemic which made the subject anxious. This
pandemic made the subject aware of how important it
was for a family or a person to have sadness in case
something happened, such as this pandemic to occur.
Subject 4's family owns a sari-sari store and with this
pandemic happening, their family's source of income
was affected. According to the subject:
"Naapektuhan nito ang hanap-buhay ng pamilya
namin. Hindi kami masyadong okay since yong
kabuhayan namjn ay pagbebenta ng sari-sari sa
market, lumiit yung kita namin due to this pandemic
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kung saan maraming protocols na kinakailangan pang
sundin."
COVID-19 affected every Filipino's livelihood and
lifestyle. The protocols, restrictions, and regulations
were implemented by the government. It did not only
prevent and keep the citizen safe from the danger and
risks that the virus may cause them, but also made the
subject's family's source of income to have a sit back
because of the reason that the number of their
customers had now lessened. With the subject's salary
being affected too by the pandemic, their family
struggled financially which, the same as Subject 3,
aware of how important for one to have a saving and
for a person to be more flexible and motivated enough
to think of extra ways and ideas to keep their family
from being greatly affected by things such as this
pandemic.
Subject 5 talked about how the pandemic affected her
family and their lives positively and negatively.
According to the subject:
“We make sure we are healthy. We drink vitamins and
eat healthy food. We wear face masks and face shields
when going out and we try to avoid communicating
with a lot of people. It made my family a little bit
paranoid. It also affected us financially so we have to
be frugal."
COVID-19 made people aware of how important it
was for a person to be healthy. It created an
opportunity for the subject and her family to take more
care of their body and health properly. This pandemic
made people conscious of the food they intake and the
vitamins they should take to keep their health in check.
Aside from taking care of their health, this pandemic
also caused the subject's family to be paranoid. It made
Subject 5's family anxious when going out and going
to work because of the fear of being infected by the
virus and bringing it home to their loved ones at home
such as subject 5's nieces and nephews, who were still
very young. This pandemic also affected the subject's
financial standing. It made the subject's family spend
their money wisely, like only buying the necessities
when going to the store.
COVID-19, aside from its negative effect on every
Filipino's life, had also positively affected us.
According to Subject 6:
“In my own experience, COVID-19 had also its
advantage in the family affair. It strengthened the
engagement of the family members." The protocols
implemented by the government to keep the safety of
every Filipino citizen left the people no choice but to
stay at home. Only certain individuals were allowed to
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go outside their homes, such as going to work and
buying their family's needs and necessities which in
this case, made the subject's family be always at home.
It made communication in their family happen daily,
unlike before the pandemic when there was no one at
home most of the time.
This pandemic made it possible for the subject and her
family to spend quality time with each other. It created
an opportunity for the subject's family's bond to
strengthen and be stronger than ever. So, instead of
focusing on the negative effects of this pandemic,
according to the subject, she looked more at the
positive sides and effects of this pandemic on her
family to keep the subject and her family's mind from
feeling frustrated.
Subject 7, along with her siblings, still lives with their
parents. The subject's mother and sisters were both
public school teachers while subject 7's father and
brother own a water refilling station thus the subject's
family's financial standing was not affected by the
pandemic. According to the subject:
"Napakalaki po ng apekto nito sa bawat pamilya.
Every family faced a challenge during this pandemic.
Especially po sa mga parents who have lost their
incomes and are trying to keep their children healthy
and stable. Yong mental health ng mga baga atsaka
yong mga nakakatanda rin ay naapektuhan dahil sa
takot mula sa pandemya."
This pandemic had greatly affected the subject's family
in the sense that this pandemic made the subject's
family paranoid and anxious when meeting people
because of the fear of being infected by the virus. The
pandemic made the subject's family afraid of going to
places full of people, such as groceries and their
workplace.
Subject 8 was the youngest and newest addition to the
teaching force of the private integrated school. Before
applying to the private integrated school as a teacher,
the subject was already working as an online seller, so
she could help her family financially and be addition
of support to them. According to Subject 8:
"Yong new normal po kasi is napaka-challenging.
Yong mga schools pina close, mga business din tapos
di rin pwede lang lumabas kung kaya't naapektuhan ng
COVID-19 yung financial status namin na kung hindi
lang ako nagtuturo ngayon ay baka wala na po."
The new normal that the subject and her family had
experienced was very challenging because of the rules
and protocols that they needed to follow for fines were
given to those people who break them. These rules
made small businesses, such as the subject's store,
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almost go out of business because of the lack of
customers.
This pandemic affected the subject's family's financial
standing. This made the subject thankful that other
than teaching. She was also an online seller which
made the subject relieved because, with the pandemic
affecting their salaries as teachers, the subjects'
monthly income got deducted and was delayed most of
the time which might have put the subject's family in
red.Subject 9, along with her husband, lives with her
family. The subject and her husband still had no child,
so the subject was not worried about expenses like
caring for a child. The subject was helping her colt
financially so the deduction and the delayed salary that
the subject had experienced because of the pandemic
affected the subject's family. According to the subject,
when she was asked how the COVID-19 affected her
family:
"My family is still doing fine even when this pandemic
affected our livelihood, wherein it has come to the
point that my financial support to my family became
unstable since being a private school teacher gives no
assurance about the delay or our salaries."
The subject's family was doing fine physically and
mentally, but when it came to their financial standing
and livelihood, the subject's family was not doing fine
for their financial standing was affected by the
pandemic's effect on the economy. The family of the
Subject 9's livelihood was affected by the pandemic
since one of the sources of their family's finance was
the monthly salary that the subject was receiving was
also affected by the pandemic.
Subject 10, who has given birth recently was worried
for her family's health, especially her baby's. She was
worried that with the pandemic's impending danger
lurking, her child might get in contact with someone
who was infected or had close contact with a person
who was already infected by the COVID-19. The
subject had to really be careful when the subject had to
go to work. According to Subject 10:
"Sa panahon ng pandemya, hindi lang pamilya ko ang
nahirapan kundi pati nadin ang buong bansa. Lahat ay
nanibago sa ganitong sitwasyon dahil hindi naman nila
ito nakasanayan. Marami ang nawalang ng pamilya, ng
trabaho, nahihirapan sa buhay o di kaya ay hindi
makapag-hanap buhay dahil sa patakaran na hindi na
basta- basta nalang pwedeng lumabas. Nagkaroon ng
takot ang aking pamilya na lumabas dahil sa
COVID-19. Gayun paman, may mga positibo din itong
naidulot. Dati-rati kasi ay hindi kmi nagkakasabay-
sabay kumain sa hapag kainan, walang bonding, o di
kaya ay minsan ay wala ng oras sa isa't-isa pero dahil
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nga sa mga patakaran na dala ng COVID-19,
nagkaroon na ng oras ang bawat isa na magkaroon ng
bonding, sabay-sabay kumain sa hapag kainan."
During this time of the pandemic, every Filipino
family had a hard time coping especially with the
COVID-19 affecting their sources of income and their
livelihoods. The subject had to be very careful when
having direct contact with other people, such as the
subject's co-teachers and the subject's learners' parents,
when the subject had to go to work for having direct
contact with other people. This meant that the subject
was risking not only her health but also her family.
Aside from the fear that the subject and her family
were feeling because of the virus, there was also a
positive effect of the pandemic on the subject's family.
This pandemic affected the subject's bond with her
family. It made their bond stronger for interaction
within the subject's family had now become frequent
for they now have enough time to catch up with each
other’s lives.
Subject 11, the same as the other subjects, also lived
with her parents and siblings. The subject was one of
the subjects who live a little far from the private
integrated school, so she had to commute. When the
subject was asked how was the subject's family was
affected by the COVID-19, said that:
"Nagkaroon ng anxiety yong family ko. Natatakot na
silang lumabas o di kaya ay magkaroon ng bisita sa
bahay dahil sa takot na mahawaan ng COVID-19.
Hindi lang mental health kundi pati na din financial.
Dahil sa limitasyon na lumabas, naapektuhan nito ang
aming kabuhayan kaya nahirapan kami ngayong
panahon na may pandemya."
The fast-spreading of the virus, COVID-1, caused
anxiety to every Filipino citizen. It made going out to
public places and having contact with other people
scary. Parties, dinner with friends, etc. we're now
canceled and avoided to protect everyone's health.
Physical health was not the only thing affected by the
pandemic. It also affected people's mental health.
According to the subject's answer, the pandemic made
the subject's family anxious when going out, such as
when they had to buy groceries. This pandemic also
affected the subject's family financially for
opportunities for their family business to bloom were
now close that was why Subject 11's family had a
really hard time during the pandemic.
Subject 12 was one of the subjects who were still
single and was still living with her family. Subject 12's
sister has two young children. This meant that the
immune system of those children was still weak and
Domiar & Hussien
that they were prone to dangers such as the
COVID-19. When the researcher asked the subject the
question of how did the COVID-19 affect the subject's
family, the subject said that:
"My family couldn't even go out and do what we
always do. It was really hard. My family became
anxious. It was hard but we needed to be strong for I
know that someday, everything will go back to
normal."
Subject 12 had to be extra careful when she went to
work and dealt with her co-workers, school staff, and
parents for dealing with them means direct contact.
This meant that she had to be aware of her
surroundings and the wellness of the person that the
subject was in contact with to prevent herself from
being exposed and infected with the virus for she
might bring it home and risk her family from being
exposed to the virus.
Subject 12's family had a hard time during the
pandemic for their routine were disrupted due to the
anxiety they felt when going out and communicating
with people outside their home especially since there
were children at home who may also be at risk when
the subject and her family went to work, etc. The
subject was hoping that this pandemic ended so
everything could go back to normal. The subject's
family would stop being anxious and paranoid.
All twelve (12) of the respondent answered that
COVID-19 affected their family's mental health and
financial status. COVID-19 made their family anxious
and paranoid. It made going out and dealing with
people hard. They were worried about the
consequences, such as the virus infecting them and
their families. The respondent Leo said that
COVID-19 also affected their financial status because
of the limitations implemented by the government. It
affected their livelihood.
The respondents also said that while there were
negative effects of the COVID-19. Some positive
things that happen to their family such as COVID-19
made their family health-conscious. They became
more active in keeping their family healthy and living
healthy lifestyles. COVID-19 also made their family
bond stronger for now they had time to bond and be
with them now.
According to Kalil, Mayer, and Shah (2020), the
Covid -19 pandemic affected the family dynamics in
terms of their jobs and salaries. Some families
experienced either a job loss or an income loss. It
affected the family's emotional, mental, and physical
stability of family the loss of job and income created
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Research Article
stress. It added more to the anxiety that the family may
be feeling because of this Covid -19 pandemic.
Based on the findings drawn from the study, it implied
that private integrated school teachers were having a
hard time adjusting to the new normal of modular
learning since they were not taught how to deal with
this kind of situation in their undergraduate studies
giving them a hard time adjusting to this new normal.
Because of the COVID-19, face-to-face classes were
stopped to avoid the spreading of the virus which in
return resulted in the new normal. Teachers from the
private integrated school had difficulties in adjusting
to the new normal for they had to cater to the needs of
the learners while the learners were also adjusting to
the new normal, modular learning. They had to imply
new techniques and strategies so that they could cope
and adjust to the new normal.
This study also found out that the teachers from the
private integrated school were not the only ones
having a hard time adjusting to this new normal. In
fact, the subjects’ learners were the most affected by
this pandemic. This pandemic also affected the
respondents' financial status because of the decreased
and delayed salary they had experienced due to the
sudden drop in the numbers of their enrollees.
COVID-19 also affected the respondents' families’
mental health and financial status because of the
restrictions and protocols that came with it. Although,
some positive things happened because of the
pandemic such as the subjects’ family bonds being
strengthened.
According to Ozamiz-Etxebarria et al. (2020),
teachers, in this C O VI D - 19, exp erien ced
psychological discomfort since this pandemic affected
not only the mental state of the learners but also their
teachers. Teachers had suffered stress from having to
adjust and adapt, as soon as possible, to the new
normal for the learners to have the continuous
learning, and from having to deal with the fact that the
COVID-19 is affecting not only their profession, as
teachers, but also their financial status as well as their
families.
Discussion
Based on the findings from the study, it was concluded
that the Covid -19 pandemic had a great impact on the
private integrated school teachers professionally,
financially, and personally. COVID-19 made the
respondents aware of the fact that since their
profession was teaching, they should be flexible for
Domiar & Hussien
them to be able to deal with situations like this.
COVID-19 also made them realize the extent of its
effect on their learners, how their learners were having
a hard time adjusting to the new normal and how their
performances were also affected by this pandemic.
There was no significant relationship between the
private integrated school teachers’ teaching
performances and the Covid-19 related challenges
encountered by private integrated school teachers.
Based on the findings and conclusions, the study had
the following recommendations to offer. (1)
Undergrad schools should add a course, subject, to
their educational course where aspiring teachers were
taught how to deal with and what strategy to use in
case a crisis, such as this pandemic occurs so that they
will be able to quickly and easily adjust to new
normal. (2) Private integrated school teachers should
search, practice, and develop more strategies to use in
modular learning to help improve the performances of
the learner in this new normal. (3) Private Integrated
school teachers should be financially backed by the
government in times of emergencies, such as this
Covid-19 pandemic.
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