TEACHER’S RESILIENCY, CHALLENGES AND

COPING MECHANISM IN THE DELIVERY OF

MODULAR INSTRUCTION IN TIME OF PANDEMIC:
BASIS FOR A PROPOSED ENHANCEMENT OF
TEACHER EDUCATION CURRICULUM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 937-948
Document ID: 2023PEMJ1419
DOI: 10.5281/zenodo.10416558
Manuscript Accepted: 2023-01-12
Psych Educ, 2023, 15(9): 937-948, Document ID:2023 PEMJ1419, doi:10.5281/zenodo.10416558, ISSN 2822-4353
Research Article

Teacher’s Resiliency, Challenges and Coping Mechanism in the Delivery of Modular

Instruction in Time of Pandemic: Basis for a Proposed Enhancement
of Teacher Education Curriculum
Janet F. Derelo*, Jellian T. Ricafrente
For affiliations and correspondence, see the last page.
Abstract
This study aimed to assess the resiliency,challenges and coping mechanism of teachers in the delivery
of modular instruction in time of pandemic which served as basis for proposed enhancement of
teacher education curriculum. This study was quantitative in nature and used descriptive-
correlational research design. The respondents of this study were selected teachers in
CALABARZON region. The researcher used researcher-made questionnaire and treated the gathered
data using weighted mean.The study sheds light on potential vulnerabilities, particularly in managing
exposure to distressing information.It also provides valuable insights into multifaceted landscape of
teacher’s resiliency and their coping mechanisms amid the challenges posed by modular
instruction.The findings emphasize the need for tailored support strategies and targeted interventions
to enhance educators' well-being and effectiveness in the teaching profession.Furthermore,the study
recommends the development of an Enhanced Teacher Education Curriculum that integrates Disaster
Risk Reduction Management, Financial Literacy, Spiritual and Psychology in Education, Mental
Health and Fitness Awareness, and New Approaches to Teaching and Learning Modalities. Such a
holistic curriculum can better prepare teachers to address the complexities of modern education and
promote their resilience in the face of ongoing challenges, ultimately ensuring the continuity of
quality education for students.

Keywords: resilience, challenges, coping mechanism, enhanced teacher education curriculum

Introduction situation. It is significantly noted that teachers need to

Teachers play a crucial role in shaping the lives of
people and in helping them to become passionate in
learning. This key function of teacher is realized in the
performance of their duties and responsibilities in
delivering quality teaching among students.
However, the spread of COVID-19 has affected
various sectors especially education (Flores & Gago,
2020; Mahapatra & Sharma, 2020; Li & Lalani, 2020).
As a result of worldwide school closures, the
UNESCO (Vegas, Maragall, & Silva, 2020) reported
that more than one billion students were affected
globally accounting for more than 60 percent of the
student population, and more than 15 percent of the
world’s population. This results to sudden change in
educational approach which requires the use of e-
learning where lessons are delivered remotely and on
digital platforms (Li & Lalani, 2020).
Several obstacles have been identified in the rapid and
forced shift in educational approach. This includes
deficiencies in remote learning, the cost of the digital
gap, and the role of schools in the health and well-
being of students (Vegas, Maragall & Silva, 2020).As
a result, teachers’ role in school has rapidly changed
and evolved and has been seen as central element to
realize quality education in the midst of this pandemic
Derelo & Ricafrente
adapt new practices and be creative to keep students
engaged in learning, and to divide their time in
teaching, engaging with students, and administrative
tasks in this time of pandemic (Barron, Cobo, Najar &
Ciarrusta, 2021).
However, it was reported that the impact of remote
education on academic progress has caused higher
level of psychological distress not only to students but
among teachers, as well where fears of death and
infection, the loss of loved ones, confinement, mobility
restrictions, increased home and care responsibilities,
and economic instability are some of the stressors
brought by the pandemic (Hidalgo, Hermoso & Paz,
2021). It is further confirmed that the pandemic and
the series of control mechanisms employed by
government sectors has increased the number of
symptoms and signs of stress, anxiety, and depression
among people (Hidalgo, Hermoso & Paz, 2021)
including teachers who experienced high level of
stress in this pandemic situation (Klapproth, Federkeil,
Heinschke, & Jungmann, 2020).
In addition, majority of teachers experienced technical
barriers but able to functionally cope with the stress.
Specifically, female teachers were confirmed to cope
functionally with the stress. It is further confirmed that
teachers employed more functional coping strategies to
barriers relating to distance teaching (Klapproth,
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Research Article
Federkeil, Heinschke, & Jungmann, 2020).
Meanwhile, the study conducted by (Huang & Zhao
(Hidalgo, Hermoso & Paz, 2021) showed that teachers
have moderate to high level of anxiety and symptoms
due to pandemic situation in some countries which
affected teachers’ quality of life, especially among
women and younger teachers.
In the Philippines, Republic Act No. 11494 or the
Bayanihan to Recover as One Act has been provided
as COVID-19 response and recovery interventions and
mechanisms to accelerate the recovery and bolster the
resiliency of the Philippine economy. In response to
the said provision, the Department of Education
(DepEd) issued the DepEd Order No. 012, s. 2020 or
the Adoption of the Basic Education Learning
Continuity Plan for School Year 2020 – 2021 in light
of the COVID-19 Public Health Emergency.
In relation to ensuring continued learning amidst this
pandemic time, Chaudhury (2020) noted that there is a
need for adequate public financial resources to provide
access to online facilities in overcoming the prevalent
digital divide, especially for those students who belong
to economically weaker sections. In examining the
resilience of teachers amidst the implementation of
Modular Distance Learning in the CALABARZON
region during the pandemic, it is crucial to
acknowledge the profound impact of these
unprecedented circumstances on the roles and
practices of educators.
Recognizing teachers as pivotal influencers of student
achievement, the study emphasized the importance of
assessing and enhancing their resilience in adapting to
this new educational landscape. The CALABARZON
region, like many other areas, encountered unique
challenges in implementing Modular Distance
Learning. Teachers grappled with issues such as
limited access to technology, varying degrees of
student engagement, resource constraints, and the need
to swiftly develop innovative teaching strategies
suitable for remote education.
By examining the resilience of teachers in this context,
the study aimed to contribute to the ongoing
enhancement of the teacher education curriculum. It
sought to propose adjustments that address the specific
needs and challenges faced by educators in the region.
These adjustments could encompass modules on crisis
handling, innovative teaching methodologies for
distance learning, strategies for technology integration,
and support mechanisms for teachers' mental health
and well-being.
Derelo & Ricafrente
Research Questions
This study aimed to assess the resiliency, challenges
and coping mechanism of teachers in the delivery of
modular instruction in time of pandemic that served as
basis for proposed enhancement of teacher education
curriculum. Specifically, this study investigated the
following problems:
1. How resilient are teachers in the time of pandemic
in terms of the following dimensions:
1.1 Emotional;
1.2 Psychological;
1.3 Physical; and
1.4 Spiritual?
2. What are the challenges encountered by the teachers
in the delivery of modular instruction in time of the
pandemic in terms of the following aspects that will
test their resiliency:
2.1 Facilitation of Learning;
2.2 Financial;
2.3 Health Protocol;
2.4 Transportation; and
2.5 Workload?
3. What are the coping mechanisms of teachers in the
delivery of modular instruction in time of pandemic
concerning the following processes that will test their
resiliency in terms of
3.1 Facilitation of Learning;
3.2 Financial;
3.3 Health Protocol;
3.4 Transportation; and
3.5 Workload?
Literature Review
Teacher’s Resiliency in Times of Pandemic
A learning crisis happens in the Philippines due to
Corona virus. Classrooms across the Philippines
remain empty a year after the corona virus pandemic
forced the country into a months-long lockdown, and
students are still stranded at home.Most students are
studying under distance learning modalities, with most
students using printed modules. While under this set
up, the teachers continue to report to duty in the
schools. The current situation imposed by the
Covid-19 pandemic has compelled the teachers to still
be in school. “Education must continue despite the
pandemic” said Department of Education secretary
Leonor Briones (DepEd, 2021).
Teacher’s Resiliency as to Emotional Aspect
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Research Article
The COVID-19 epidemic has altered our prior
perception of the world. Since the onset of the
epidemic, harsh measures of social separation and
lockdown have resulted in substantial changes in
social ties, creating feelings of isolation and loneliness
for many people (Smith and Lim, 2020). Indeed, the
fast spread of COVID-19 across the world has had
physical, social, psychological, economic, and, of
course, educational ramifications.
Teacher’s Resiliency as to Psychological Aspect
Increased anxiety is one of the negative mental health
outcomes of online teaching and modular teaching
among teachers. These can be attributed to growing
demand for new technology abilities, greater
productivity, and information overload (Poalses and
Bezuidenhout, 2018). The COVID-19 pandemic
exacerbated these repercussions by shifting
educational institutions from face-to-face activities to
largely online teaching modes in order to combat the
spread of COVID-19 (Malolos et al., 2021).
Teacher’s Resiliency as to Physical Aspect
The COVID-19 epidemic has thrown instructors into
an uncertain position in which the lockdown has
expedited the transfer from traditional to online
teaching techniques and relationships have been
affected by the avoidance of direct contact with others,
with ramifications for their mental health. In this
unusual condition, physical exercise appeared to be a
component that may prevent mental problems such as
anxiety or sadness. As a result, the goals of this study
were to investigate how the lockdown affected
teachers' mental health and relationships in three major
areas: job, family, and social interactions, as well as to
determine the influence of physical activity in the
aforementioned factors (Bao et al., 2020).
Teacher’s Resiliency as to Spiritual Aspect
The unparalleled impact on many aspects of people's
life throughout the world, including schooling was
brought by COVID-19. Many educational institutions
must make an unprepared shift from traditional
classrooms to online learning modes, hurting both
students and professors. Given the numerous
challenges that teachers face, which contribute to
increased stress and mental health problems, this
research project investigated the role of religiosity in
the contentment of a sample of 296 teachers in the
Philippines, as mediated by the effects of resilience,
optimism, and well-being. These significant findings
imply that, when confronted with adversity, teachers in
Derelo & Ricafrente
the Philippines may use religiosity and its relevant
dimensions as positive coping mechanisms to face the
academic challenges triggered by the COVID-19
pandemic, and thus derive contentment mediated by
the positive effects of optimism and well-being.
Challenges in the Delivery of Distance Modular
Instruction
Finding of Agayon et al. (2022) showed that teachers
are greatly challenged in terms of learning quality
transfer, module distribution and retrieval, students’
difficulties in following instruction, power disruption,
internet connection, and health risks posed by the
pandemic. Similarly, Dangle and Sumaoang (2020)
testified to themes that emerged in their findings which
are classified under lack of school funding in the
production and delivery of modules; students struggle
with self-studying, and parents’ lack of knowledge to
academically guide their child/children generalizing
further that problems are relative to resources,
preparedness, and communication.
Facilitation of Learning
Facilitating learning in modular distance education
involves a multifaceted approach that integrates
pedagogical strategies, technological advancements,
and user-centric design. Initially, understanding the
audience is crucial; this includes identifying learner
profiles and acknowledging diverse learning styles to
tailor materials effectively (Hodges et al., 2020).
Financial Aspects
Bagood (2020) also said that recognized teaching staff,
in collaboration with Education Program Supervisors,
produced modules in all disciplines for all grade/year
levels spanning four quarters beginning in May 2020
in accordance with the "Most Essential Learning
Competencies. The modular learning class schedule is
sent to all learners. This method of education has been
adopted by public school instructors throughout the
Philippines. Teachers, on the other hand, bore part of
the costs associated with module distribution to
students.
Health Protocols
The data regarding the effectiveness of school-based
health promotion initiatives, is very diverse.
Systematic assessments of the evidence for school-
based treatments are frequently problem- or
intervention-specific, lacking possible general insights
about program implementation and efficacy across
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issues( Lagat., KT 2021)
Transportation
Schools have long served as community hubs, not only
for education, but also for nutrition, health, early and
after-school care, communication, and so much more.
While these hubs provide important services to
communities, they are also built around bus lines.
Because of their building's distance from residential
communities and risky pedestrian circumstances, most
schools are inaccessible without motorized
transportation. When contemplating the practicalities
of school reopening during COVID-19, school districts
must prioritize planning for student safety (Budd, etal.,
2020).
Workload
In evidence, Klapproth and colleagues (2020) studied
380 teachers who claim to be experiencing medium to
high-level stress. They found out that teachers who
exhibit high-stress levels come from those who spend
50 percent of their time on remote teaching.
Surprisingly, most are experiencing difficulty using
technology but can cope functionally with
stress.Generally, teachers experiencing stress are more
compelled to employ functional coping strategies.
With this research, it is evident that teachers indeed
encounter challenges that test their resilience.
Coping Strategies of Teachers in the Delivery of
Modular Instruction
Coping strategies on the other hand are ways we use to
deal with, alleviate and manage stress within life. In
this study, focus is given on the strategies which are
done by teachers in modular distance instruction
(MDI). Although literature do not directly describe
what teachers do to cope with challenges in MDI, it is
a known truth that when confronted with stress the
human tends to cope.
Enhanced Teacher Education Curriculum
Understanding the context of curriculum development
can help educators who want to become more
influential in developing educational policy and
practice, especially in including the teacher’s
resiliency as part of the curriculum. According to
Livingstone (2020), as global change continues to
accelerate, the importance of curriculum development
in enhancing teaching and learning grows. The world
is changing, and how we prepare students to take up
their roles and responsibilities must change.
Derelo & Ricafrente
Methodology
This quantitative study employed descriptive-
correlational research design to assess the teacher’s
resiliency, the challenges and the coping mechanism in
the delivery of modular instruction in time of
pandemic.The criteria considered in the selections of
respondents included the following: a) the teachers
must be teaching at the public secondary school in
Region IV-A CALABARZON; and b) the teachers
must have a teaching experience in that school with at
least three (3) years (of teaching experience in the
public school) and still active in the service up to the
present. Years of teaching experience was set as one of
criteria in the selection of JHS teacher-respondents to
ensure that they have experienced working in the
public school prior and during the COVID-19
pandemic situation.
The survey questionnaire was used to collect data in
answering the problems provided in this study. The
survey instrument contains relevant questions
regarding the resiliency of teachers, challenges, and
coping mechanisms in the delivery of modular
instruction during the pandemic. Specifically, the
survey instrument was composed of three (3) parts.
The first part contains information about level of
teachers’ resiliency in times of pandemic in terms of
emotional, psychological, physical, and spiritual
dimension. The second part contains questions about
the challenges of teachers in the delivery of modular
instruction in time of pandemic in terms of the
facilitation of learning, finances, health protocol,
transportation, and workload. Lastly, the third part
indicates questions relating to teachers' experiences in
the delivery of modular instruction in times of
pandemic concerning its preparation, distribution,
facilitation of instruction, retrieval, and assessment.
The survey instrument was finalized based on the
suggestions of the validators and was transferred into
the Google Form since the collection of data was done
through online platform for those who had access to
internet connectivity; while for those who had weak
internet connection hard copies of the instrument were
provided and were distributed during the personal visit
of the researcher to their respective schools. Second,
permission necessary to administer the survey
instrument was sought by the researcher from the
Office of the Regional Director for endorsement of this
study to each Schools Division in Region IV-A
CALABARZON, then the researcher coordinated the
data collection to the concerned Schools Division
Superintendents.Third, the data provided by the
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respondents were consolidated and tallied based on the
indicators stated in the survey instrument.Fourth, the
computed data were organized and presented in
tables. Then these data were analyzed and interpreted
to answer the specific questions of the study.
Ethical Considerations
In this study full importance was ordered in ethical
considerations.Permissions were sought, and other
communications were sent to different offices where
the research was scheduled to be conducted, including
the DepEd CALABARZON Regional Office, the
various Schools Division Offices, and to the school
heads of respondent schools. Also, permission and
signal from the granting institution, Marinduque State
College, to perform the survey was considered. The
obscurity and confidentiality of the participants were
preserved by not revealing their names and identity in
the data collection, analysis, and reporting of the study
findings.Protocols were followed in conducting the
research especially that face to face interviews during
that time were discouraged.
Results and Discussion
This section presents the presentation analyzes,and
interprets the data, and the corresponding
interpretation and discussion of findings. The
presentation of the gathered data follows the major
topic set in the stated problems of the study.
Teacher’s Resiliency in Time of Pandemic
Table 1.1. Weighted Mean of the Teacher’s Resiliency
in Time of Pandemic in Terms of Emotional Variable
Taking the average mean score into account, which
stands at 2.56, we can conclude that, overall, the
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individual falls into the "Less Resilient (LR)" category
when considering all the provided statements
collectively. This suggests a moderate level of
resilience across these specific aspects of life. While
there are areas where the individual demonstrates
some resilience, there are also areas where
improvement or further development in resilience
strategies may be beneficial.
This analysis draws parallels with aspects of the theory
of resilience, particularly concerning the identification
of strengths and areas for improvement in managing
stressors. The strengths identified, specifically
emotional self-control, align with one aspect of
resilience, which involves the ability to regulate
emotions effectively in the face of challenges
(Southwick & Charney, 2018). This strength indicates
an ability to maintain composure and stability in the
midst of difficulties, which is a crucial component of
resilience. However, the recognition of potential areas
for improvement, particularly in managing exposure to
distressing information, echoes another facet of
resilience theory. Resilience involves not only
bouncing back from adversity but also adapting and
growing through the experience (Masten, 2021).
Managing exposure to distressing information,
especially on platforms like social media, is
increasingly relevant in today's interconnected world.
Strengthening this aspect of resilience involves
developing strategies to effectively navigate and filter
information to prevent overwhelming stress or
negative impacts on mental well-being.
Table 1.2. Weighted Mean of the Teacher’s Resiliency
in Time of Pandemic in Terms of Psychological
Variable
The average mean score across all statements, which
stands at 2.60, the individual falls into the "Resilient
(R)" category when assessing these specific aspects of
resilience. This suggests a generally moderate level of
resilience across the provided statements, with
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strengths in managing stress through social support
and disconnecting from social media.
This analysis underscores elements of resilience that
echo key principles within the resilience theory
framework. Effective stress management through
social connections and digital detachment aligns with
resilience literature emphasizing the importance of
social support and adaptive coping strategies (Ungar,
2013). Leveraging social connections to navigate
stressors indicates a resilient approach, as social
support acts as a protective factor in times of adversity.
Moreover, the individual's ability to cope with
psychological stress while maintaining mental clarity
is reflective of resilience theories emphasizing
cognitive flexibility and emotional regulation
(Bonanno, 2019). This ability to retain a hopeful
outlook and engage in problem-solving reflects
adaptive coping strategies, which are integral
components of resilience.
Table 1.3. Weighted Mean of the Teacher’s Resiliency
in Time of Pandemic in Terms of Physical Variable
The average mean score across all statements, which is
2.61, the individual falls into the "Resilient (R)"
category when assessing these specific aspects of
physical well-being. This indicates a generally
moderate level of resilience in maintaining physical
health, stress management, and preventive health
measures.
This analysis highlights an aspect of resilience that is
deeply rooted in prioritizing and actively maintaining
physical well-being, which is integral to resilience
theories emphasizing the importance of health as a
foundational element (Richardson, 2019). The
individual's resilience is manifested through
engagement in stress-reducing physical activities and
Derelo & Ricafrente
practicing self-restraint regarding alcohol
consumption, showcasing proactive behaviors
conducive to physical health.
To summarize, it is critical to support physical activity
at home in order to prevent health concerns among
teachers in the future. Furthermore, teacher training in
blended or online educational approaches would be
critical for their successful career progression (Bao et
al., 2020).
The global spread of the COVID-19 pandemic illness
has had several effects that may have an impact on
people's overall health. On the one hand, the virus
causes personal conditions in which, in addition to
medical symptoms, people may experience human
emotions such as fear (Asmundson and Taylor, 2020),
worry, panic, anxiety, or depression-related suffering.
Indeed, previous research on the psychological impact
of this pandemic epidemic on the general population
have indicated a rise in depression and stress levels
during the first and third weeks of the lockdown
(Ozamiz-Etxebarria et al., 2020).
Furthermore, anxiety has been linked to poor sleep in
several research (Rajkumar, 2020). On the other hand,
social settings have changed as a result of the sickness
and subsequent quarantine, as well as attending to
dependent or infected individuals or those with other
medical issues at home or nearby (Zhang et al., 2020).
It was also owing to the government's preventative
measures, such as imprisonment or lockdown (Liu et
al., 2020). Individual differences appear to have had a
key impact in earlier pandemics (Asmundson and
Taylor, 2020). In any event, more extensive and
detailed study on the influence on mental health is still
required (Mahase, 2020).
Table 1.4. Weighted Mean of the Teacher’s Resiliency
in Time of Pandemic in Terms of Spiritual Variable
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The average mean score across all statements is 3.54, influenced schooling throughout the world. The
positioning the individual in the "Very Resilient (VR)" expanded community quarantine of the National
category when assessing these aspects of spiritual Capital Region and the whole island of Luzon in the
resilience. This indicates a consistently high level of Philippines began on March 15, 2020. This was
resilience across various dimensions of spiritual well- followed by countrywide community quarantines to
being, including faith, purpose, coping mechanism, prevent the fatal sickness from spreading. The
and mindset. Department of Education and the Commission on
Higher Education have mandated that both private and
This analysis delineates a profile characterized by public educational institutions quickly switch from
robust spiritual resilience, emphasizing the face-to-face to distant learning modes (De Vera 2020).
significance of spiritual practices, unwavering faith,
and a clear sense of purpose in the individual's life. Challenges Encountered by the Teachers in the
This profound commitment to spirituality reflects an Delivery of Modular Distance Instruction in Time
essential aspect of resilience theories, recognizing of Pandemic.
spirituality as a source of strength in navigating
challenges and fostering well-being (Pargament, Table 2.1. Weighted Mean of the Challenges
2018).
Encountered by the Teachers in the Delivery of
The COVID-19 epidemic has had an unparalleled Modular Instruction as to Facilitation of Learning
impact on many aspects of people's life throughout the
world, including schooling. Many educational
institutions must make an unprepared shift from
traditional classrooms to online learning modes,
hurting both students and professors. Given the
numerous challenges that teachers face, which
contribute to increased stress and mental health
problems, this research project investigated the role of
religiosity in the contentment of a sample of 296
teachers in the Philippines, as mediated by the effects
of resilience, optimism, and well-being.

According to bi variate correlation analysis, religion,

resilience, optimism, and well-being were all
positively and substantially connected, whereas
contentment was positively and strongly correlated
with optimism and well-being. Regression study
revealed no direct significant relationship between
religion and happiness. According to mediation
studies, optimism somewhat mediated the influence of
religion on well-being, whereas well-being completely
mediated the impact of religiosity on contentment and Table 2.1 shows the overall average mean score of
the impact of optimism on contentment. 2.91 suggests that, on average, the respondents view
the challenges posed by these aspects of distance
Finally, the measuring model revealed a substantial
learning as moderately challenging. This analysis
link between religion and satisfaction via optimism
underscores the importance of tailored approaches to
and well-being. These significant findings imply that,
address the unique needs and learning styles of
when confronted with adversity, teachers in the
students in the context of distance education, with an
Philippines may use religiosity and its relevant
emphasis on improving collaborative learning
dimensions as positive coping mechanisms to face the
experiences as a potential area for enhancement.
academic challenges triggered by the COVID-19
pandemic, and thus derive contentment mediated by Because of the rapid advancements in technology,
the positive effects of optimism and well-being schooling has to be updated. They needed to learn at
any time and from any location in order to succeed
Many cultures experienced extraordinary
(Wolfinger, 2018). Over the last two decades, various
developments as a result of the COVID-19 epidemic.
global institutes have used online learning. However,
The pandemic's crucible impact has similarly

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most schools, colleges, and universities do not practice operations during this health crisis while actively
this form of instruction, and their personnel is unaware campaigning against the transmission of COVID-19
of what learning entails. It is highlighted that distant through appropriate measures and strategies.
learning and its involvements have enabled and
boosted academics' awareness. The use of assistance to Table 2.3. Weighted Mean of the Challenges
inspire students to learn is dependent on a practical Encountered by the Teachers in the Delivery of
focus on cognitive, emotional, and behavioral Modular Instruction as to Health Protocols
engagement. In such a critical period of transition to a
new educational environment, learners require
particular social care to boost their focus and
motivation to online learning.

Table 2.2. Weighted Mean of the Challenges

Encountered by the Teachers in the Delivery of
Modular Instruction as to Financial Aspect

Table 2.4. Weighted Mean of the Challenges

Table 2.2 the overall average mean score of 2.67 Encountered by the Teachers in the Delivery of
indicates that, on average, respondents view the Modular Instruction as to Transportation
financial challenges and resource allocation dilemmas
associated with distance learning as moderately
challenging. This underscores the importance of
addressing financial strains and efficiently managing
resources to support effective instructional delivery
and ensure the well-being of all stakeholders. The
findings emphasize the need for proactive financial
planning and resource allocation strategies to mitigate
the challenges faced by educators and institutions
during the challenging times of distance learning.

Table 2.3 the findings underscore the critical role of

coordination, equipment readiness, locally tailored
plans, and access to DRR programs in ensuring the
safety of educational institutions. This analysis
provides valuable insights for educational authorities
and stakeholders striving to maintain safe school

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Table 2.4 shows the these findings underscore the
importance of strategic planning and support
mechanisms to address transportation challenges
effectively, ensuring the smooth and safe distribution
of instructional materials. It is imperative for
educational authorities and relevant stakeholders to
consider these factors while developing strategies to
overcome the complexities of instructional module
delivery, particularly during these unprecedented
times.
Table 2.5. Weighted Mean of the Challenges
Encountered by the Teachers in the Delivery of
Modular Instruction as to Workload
that tests their resilience. These studies reveal that
challenges in modular distance instruction are relative
to facilitation of learning, financial challenges, health
protocol, transportation and workload of teachers. In
order to address the hereto mentioned challenges,
teachers employ coping strategies especially on areas
such as preparation, distribution, facilitation of
instruction, retrieval and assessment of learning.
In the same manner, findings on teacher’s challenges
included Internet connection, lack of interaction and
communication and challenges with motivation and
student engagement. These came as a result of
teachers’ self-efficacy in using technology to teach,
lack of support and resources to teach online, and the
struggle to motivate and engage students (Cardulo et
al., 2021). Surprisingly, some challenges such as
forced readjustment with teacher-student interaction
and quality education, consistency using a virtual
platform, middle school teachers’ methods, and middle
school teachers’ instructional practices are found as
challenges in the study of Philips (2020).

Coping Mechanism of Teachers in the Delivery of

Modular Instruction in Time of Pandemic

Table 3.1. Weighted Mean of the Coping Mechanism

of Teachers in the Delivery of Modular Instruction as
The overall average mean score of 2.73 highlights that, to Facilitation of Learning
on average, respondents consider the challenges
related to additional ancillary tasks, extended working
hours, and a lack of support as moderately challenging
within the school context. This analysis underscores
the importance of effective time management,
coordination, and support mechanisms to assist
teachers in navigating their multifaceted roles and
responsibilities in the educational setting. Teachers
play a pivotal role in shaping the future, and
addressing these challenges is crucial to ensuring their
well-being and effectiveness in the classroom.

In evidence, Klapproth and colleagues (2020) studied

380 teachers who claim to be experiencing medium to
high level stress and found out that teachers who
exhibit high level of stress came from those who spend
50 percent of their time on remote teaching.
Surprisingly, most of them are experiencing difficulty
using technology but are able to cope functionally with
stress. Demographically, female teachers emerged as
more stressed but coped with it more often in a
functional way. In general, teachers who are
experiencing stress are more compelled to employ
functional coping strategies. With these researches, it
is evident that teachers indeed encounter challenges

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Psych Educ, 2023, 15(9): 937-948, Document ID:2023 PEMJ1419, doi:10.5281/zenodo.10416558, ISSN 2822-4353
Research Article
Table 3.1 creating a strict monthly budget, prioritizing
essential expenses, and practicing financial discipline
(rated 3.92 - Sometimes Applied) are fundamental for
avoiding overspending during challenging times.
While acknowledged as crucial financial habits,
consistent adherence to strict budgeting and financial
discipline is sometimes an area for improvement.
Developing and sustaining these practices are integral
to maintaining financial stability and responsibility.
Table 3.3. Weighted Mean of the Coping Mechanism
of Teachers in the Delivery of Modular Instruction as
to Health Protocols
Table 3.3 these strategies collectively contribute to the
creation of a safe and health-conscious educational
environment, particularly during challenging times like
the COVID-19 pandemic. While several strategies are
often applied and reflect proactive efforts, some may
require more consistent implementation to ensure
comprehensive health and safety measures across
educational settings. The average mean rating of 3.93
Derelo & Ricafrente
underscores the overall recognition of the importance
of these strategies, with several being consistently
applied to enhance safety and well-being.
Table 3.4. Weighted Mean of the Coping Mechanism
of Teachers in the Delivery of Modular Instruction as
to Transportation
Table 3.4 the average mean rating of 3.86 suggests that
these strategies are generally recognized as important,
but there is room for improvement in their consistent
application to support educational logistics effectively.
It is critical that districts understand the breadth of
their transportation issues. To do this, districts should
poll families to determine their intentions for returning
their children to school and their transportation
requirements. Although this advice specifically
addresses school-provided bus transportation, it should
be noted that districts where kids rely largely on public
transit may have additional concerns about possible
COVID-19 exposure (Bucsky, 2020).
It should be highlighted that when school districts
outsource their transportation services, they confront
much more logistical issues. In these circumstances,
districts will have to negotiate with private carriers
whose interests may not always include kids' and staff'
health and safety (Arimura, etal., 2020)
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Psych Educ, 2023, 15(9): 937-948, Document ID:2023 PEMJ1419, doi:10.5281/zenodo.10416558, ISSN 2822-4353
Research Article

Table 3.5. Weighted Mean of the Coping Mechanism In the Department of Education (DepEd) in the
of Teachers in the Delivery of Modular Instruction as
Philippines, there is an Individual Performance
to Workload
Commitment Report (IPCR). It provides employees’
credit for their efforts when matters outside their
control prevent them from achieving their success, as
defined by student test scores or other outcome
measures. Furthermore, a lesson that counts as a
teacher’s formal observation might go wrong for
unexpected reasons, even how well-planned it is. The
more experiences their administrators see, the more
precise the window they get into strengths and
weaknesses, and the better position they are to give
teachers feedback in the areas when most needed (Le
Cornu & Ewing, 2018). Ancillary functions are
defined as engagements that provide vital support to
the primary activities or operation of an organization
and system. The ancillary functions among the
teachers are operationally defined as that aside from
their being classroom teachers; they have other school-
related functions, such as being designated as grade
level advisers, subject coordinators/chairs, club
moderators, coaches in sports, in-charge in co-
curricular and extracurricular activities and community
involvement services.

Table 3.5 in summary, these strategies collectively aim Conclusion

to improve workload management, organization, and
efficiency in educational settings. While they are
This study assessed the resiliency of teachers a midst
generally recognized as important, the average mean
the COVID-19 pandemic that served as the basis for
rating of 3.38 suggests that there is room for more
crafting the proposed enhanced teacher education
consistent implementation of these strategies to
curriculum, purposive and stratified sampling
enhance productivity and work-life balance for
procedures were considered. Through purposive
educators. Consistent use of these approaches can lead
sampling technique, the researcher set a predefined
to more efficient educational practices and better
criterion in the selection of the respondents.
supp ort for ed ucato r s in m an ag ing their
responsibilities. Specifically, descriptive-survey method was used to
gather data to describe teacher’s resiliency level in
The performance of teachers both within the classroom
time of p and em ic in terms of em o tio n al,
and how they manage ancillary functions determine
psychological, physical, and spiritual dimension. The
the holistic development of the pupils under the care of
same method was employed to examine, identify and
the private and public schools. Such teacher
determine the challenges encountered by teachers in
performance can also enhance their professional
the delivery of modular instruction in time of
growth. Classroom observation as a measure of
pandemic in terms of the facilitation of learning,
classroom performance includes observable traits
financial, health protocol, transportation, and
fitted to teachers’ job descriptions where the
workload. Also, descriptive survey was considered to
performance measures are based on student outcomes
determine the experiences of teachers in the delivery
and how they understood the lesson. It ensures that
of modular instruction in time of pandemic with
essential aspects of performance that go beyond
reference to its preparation, distribution, facilitation of
measured results, such as how the outcomes are
instruction, retrieval, and assessment.
achieved, are also considered. It focuses on
performance issues most likely to be in employees’ The study on teacher’s resiliency during the pandemic
control, such as their classroom behavior, which helps reveals a complex and multifaceted profile of
teachers understand the connection between their resilience. While participants generally exhibit
classroom performance and their pay and promotion strengths in emotional self-control, stress management
(Salisi, etal., 2021).

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Psych Educ, 2023, 15(9): 937-948, Document ID:2023 PEMJ1419, doi:10.5281/zenodo.10416558, ISSN 2822-4353
Research Article
through social connections, physical well-being, and
spiritual resilience, there are areas for improvement,
particularly in managing exposure to distressing
information and actively avoiding potentially toxic
events or activities. Recognizing and building upon
these resilience strengths can lead to enhanced overall
well-being and better stress management among
teachers facing the challenges of the pandemic.
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Affiliations and Corresponding Information
Janet F. Derelo
Leonarda D Vera Cruz National High School
Department of Education – Philippines
Jellian T. Ricafrente
Marinduque State College Boac Marinduque – Philippines
948/948