Exploring the Lived Experiences of Private Schools Teachers in the Transition of

Virtual Learning to Face to Face Learning: An Inquiry

An Action Research Presented to

The Action Research Committee, College of Teacher Education The Rizal Memorial
Colleges, Inc.

In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Secondary Education Major in English and Major in Filipino
Bachelor of Elementary Education

Mary Rose A. Fuentes

Daryl Joyce Labrador
Ellen Jean Longakit
Noralyn L. Mantilla

January 2023
 Table of Contents

Acknowledgement…………………………………………………….. 1

Abstract…………………………………………………………………. 2

Chapter I

Introduction……………………………………………………………….. 3-5

Purpose of The Study……………………………………………………. 6

Research Questions……………………………………………………… 7

Theoretical Lens…………………………………………………………. 8-9

Scope And Limitation of The Study……………………………………… 10

Importance of the Study…………………………………………………… 11

Definition of Terms………………………………………………………… 12

Organization of The Study………………………………………………… 13

Chapter II

Review of Related Literature………………………………………………. 14-23

References…………………………………………………………………… 24-25
 Acknowledgement

We would like to thank first our heavenly father that gave us strength, wisdom,
knowledge, protection and guidance that were able to complete this study.

Our sincere gratitude express to our adviser Prof. Antonio Solomon, of this subject
EDUC 112 for his unmeasurable patience and support to us to complete this study,
ACTION RESEARCH IN FIELD STUDY 1 and to our Alma Mater The Rizal Memorial
Colleges, Inc. That served as our motivation and Inspiration to become successful in
this study.

This study is wholeheartedly dedicated to our beloved family, who have been our
source of inspiration and gave us strength to complete this study and who are always
there to support us physically, emotionally and financially.

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 Abstract

The purpose of this study was to describe and explore the lived experiences of private
school teachers in teaching of virtual learning to face-to-face teaching in private school.
What are the teachers lived experience with virtual learning to transition to face to face
learning:An Inquiry. The private teacher was explore their teaching strategies during the
pandemic crisis. They experience were perseverance, awareness,a need to socialize
and challenge to adopt the new environment of learning. The findings revealed that
private school teacher in the transition of virtual to face to face is continuously adopt the
challenge by their classroom experience and perception of their classroom environment.
Educational was change to understand in terms of experience, through listening to
teacher's which have the capacity to bring new knowledge for future usage of digital
platforms in education. Private school teacher is an experience have limited in the
virtual learning environment. A radical transition of virtual learning to face-to-face
learning is a communication in particular the verbal and non-verbal clues of oral
interaction between the teacher and the students which differ in physical and virtual
classroom setting. Interpersonal relationship have been shown to be the out-most
importance for successful learning, and these need to be formed and maintained both
online and offline learning setting. The research sought to understand on this situation
and illustrates how government should work effectively with teachers to ensure that all
students can succeed in regard of individual capacity and experience during the global
pandemic.

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 CHAPTER 1

Introduction

The COVID-19 has imposed several challenges to education especially with a

shift from virtual learning to face to face learning after a long time because of the
pandemic. Educational face to face environments has been conducted in schools, within
classrooms. Private School Teachers must completed degrees with plans to be with
students every day, teaching and learning. In the transition of virtual learning to face to
face learning, teachers create presentations, lessons, activities, and assessments as
integral to their curriculum with the assumption that they would be with their students,
guiding them, interacting with them, building relationships, teaching and learning while,
for the most part, physically together in the same space. But, there’re also challenges
that every teacher faced during the conduct of face to face class. The private teacher
experience hard time to teach face-to-face instruction during the COVID-19 pandemic
that can cause additional job stress that could damage their mental, and physical health.

Corrective action towards private school teachers turn-over should be done with
objectivity and recognition of feelings of the individuals involved. This study aimed to
determine the experiences of private school teachers in the transition of virtual learning
to face to face learning in Rizal Memorial Colleges, Inc.

Globally, students and teachers in Thailand are readjusting to the new normal after
a protracted period of learning at home during school closures. They have been back in
the physical classroom since July 1. Like many others, the students at Thai Raj Kiri
school in Tak province’s Mae Sot district were excited on the first day of the start of
classes. While attempting to adjust to an unusual school year in the midst of COVID-19,
they are eager to reestablish a daily learning routine.

Children might not be too long in becoming familiar with the new normal of
attending school during COVID-19. They noticed COVID-19-related posters and
material everywhere they turned. To avoid large crowds, they studied while hiding their
faces behind masks, spaced their desks farther apart, and canceled morning events. All

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of these procedures were put into place in accordance with the teacher manuals and
safe school guidelines produced by UNICEF with cooperation from the Japanese
government’s ministries of education and public health.

Therefore, teachers and students faced extraordinary difficulties as a result of this

year’s protracted school closures, particularly migrant and ethnically diverse students.
While some kids had to work during the day to support their families, others struggled
with online learning. Teachers made an effort to keep the students learning and getting
ready for the next semester. When kids were eventually able to return to school,
cooperation from all sectors assisted in strengthening the COVID-19 preventative efforts.
All of these initiatives aim to keep students safe as they study and assist them in
adjusting to their new routine in the ‘new normal’ setting.

In the Philippines, The University of Science and Technology of Southern

Philippines (USTP) at Cagayan de Oro resumes limited face-to-face classes on March
28, 2022, two years after the suspension of large gatherings due to the COVID-19
epidemic last March 2020. The University has complied with the Joint Memorandum
Circular No. 2021-004 Guidelines on the Implementation of Limited Face-to-Face
Classes for All Programs of HEIs in Areas Under Alert Level Systems for COVID-19
Response issued on December 15, 2021 by the Commission on Higher Education
(CHED) and the Department of Health (DOH).

In addition, USTP held a number of orientations for the teachers, non-teaching

staff, and students before launching the limited face-to-face classes. Before a student
can take part in the few in-person classes, they must attend the orientation. The Vice
Chancellor for Academic Affairs of USTP Cagayan De Oro, Dr. Amparo V. Dinagsao,
headed the orientation in coordination with the Office of the Chancellor, the Office of the
Vice Chancellor for Student Affairs, and the College Deans.

Locally, the Davao City Government has said that it has no objections to any
applications for face-to-face classes from private or public schools, from kindergarten to
graduate studies. More and more schools receive approval each week to begin limited
face-to-face instruction. As a result, as of March 21, 362 schools in the area have begun
to enroll students in face-to-face classes.

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 Moreover, in the One Davao Virtual Presser, Department of Education (DepEd) XI
spokesperson Jenelito Atillo stated that the DepEd is giving the schools the freedom to
move at their own pace when applying for the face-to-face classes. There are 2,669
schools in the entire region which includes private institutions. Of this number, only 362
schools were tagged ready for face to face.

In the DepEd’s evaluation of these schools, Atillo stated that after almost three
years of just staying at home and learning through various alternative learning
modalities, students and teachers are happy to finally physically report to class. He
claimed that instead of having to overcome all other obstacles when implementing
alternative teaching modalities, teachers wanted to be able to directly and openly
extend their instruction.

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 Purpose of the Study

The purpose of this study is to investigate Private School Teachers’ experiences

specifically in The Rizal Memorial Colleges, Inc. in terms of the transition of virtual
learning to face to face learning through pure qualitative research with a few minor
modifications to fit the format and situations in our country. This qualitative study aims to
determine whether the experiences of teachers are positive or negative and what the
other ways or factors help them manage the situation.

In this part of the study tackling the lived experiences of Private School Teachers
in the transition of virtual learning to face to face learning is a common social issue in
today’s situation. Therefore, it aims to point out some problems faced by teachers while
shifting from virtual to face to face mode of teaching. It also aims to capture the opinion,
problems, and experiences of the Private School Teachers and how the teachers deal
with the current situation they’re facing because of the transition of teaching. Another
intention of the study is to create a backbone or foundation for future researchers in line
with this topic.

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 Research Questions

This study seeks to investigate the adaptability of Private School Teachers during
the transition of virtual learning to face to face learning. More specifically, this endeavor
seeks to answer the following questions:

1. What are the experiences of Private School Teachers that explains what is more
productive between virtual learning and face to face learning?

2. What lessons or insights can be learned to improve their teaching during face to
face class?

3. What are the coping mechanisms of Private School Teachers in dealing with the
transition of virtual learning to face to face learning?

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 Theoretical Lens

This study was used to understand the experience of private school teachers
moving from virtual learning to face-to-face learning. A phenomenological approach was
applied to data obtained through two interviews with teachers. We endeavored to
implement the interpretation and analysis of the data we had gathered in order to arrive
at a solution that was consistent with our research issue.

Moreover, this study is under the primary educational theories of John Watsons,
namely: Experiential Learning Theory. In John Dewey’s experiential learning theory,
everything occurs within a social environment. Knowledge is founded on experiences
and is socially produced. This material needs to be arranged in the context of actual
experiences from everyday life. It is the responsibility of the teacher to arrange this
information and to facilitate the actual experiences. The experiences are determined by
the learners’ aptitude and readiness. The main element of the theory is the quality of the
experience. After completing the experience, students have the knowledge and skills to
use them in a variety of circumstances. As a result, they have produced new information
and are now more prepared than before to continue learning and building new
knowledge.

According to Dewey, he asserts that all human experience is social and involves
contact and communication. Therefore, humans are a social being that only exist within
a social environment. Living and interacting within a social environment has fostered the
development of mankind into the complex entity that it is today. This includes the
present body of knowledge, which is the focus of the educational system. Dewey
explains that people live in a world surrounded by people and other things that are a
result of previous human experiences. These combined experiences construct
knowledge, as we know it.

Additionally, although not a distinct section of the text, Dewey spent a considerable
effort in Experience and Education outlining the role of a teacher. A central theme in
Dewey’s Experiential learning theory is that the role of the educator is to facilitate
appropriate experiences that engage students. In experiential learning, “the teacher
loses the position of external boss or dictator but takes on that of leader of group

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activities” (Dewey, 1938). In contrast, Dewey asserts that in traditional education, the
teacher starts with existing knowledge and ladles it out to students.

A key component to the role of the teacher in experiential learning is that the
teacher is responsible for both knowledge of the subject matter and knowledge of the
individual learners. Knowledge of individual learners is important to determine the
environment that experiences take place so that they are within the capacities and
within the range of previous experiences of their learners.

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 Scope and Limitations of the Study

This survey is limited to private school teachers at Rizal Memorial Colleges, Inc.
This study focuses on private school teachers’ lived experiences of transitioning from
virtual to face to face teaching. This research is being conducted to identify the issues
experienced by private school teachers faced as they move from virtual to face to face
teaching.

The researchers’ goal is to identify those experiences and to address or

recommend solutions that can help private school teachers to deal with students and to
improve their teaching in this Face to face class. A limitation of the study is the
availability of participants as classes are continuous and teachers have very busy
schedules, which may affect the data collection of the study.

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 Importance of the Study

We researchers are confident that this study would add usefulness and
significance to the students and teachers in Rizal Memorial Colleges, Inc. Through this
study we were able to determine much needed information about the current status of
the Private School Teachers’ journey in Rizal Memorial Colleges about the transition of
virtual learning to face to face learning in terms of their perspective, emotions, and
challenges, also the problems that might needed some changes about the said
experience or problems. Furthermore, this knowledge and data would be helpful to the
quality of education of Department of Education and Commission of Higher Education.
This study tackles the current issue or concern in the different methods of teaching.

Moreover, the teachers who are in the transition of virtual learning to face to face
learning of teaching might get some useful insights of the possible perspective of his/her
students and use this knowledge to equip themselves about the possible problems
because of the transition of learning. Lastly, this study can give the future researcher
some assistance in their related study in tackling virtual and face to face learning
experiences and even expound the knowledge of this study in the future.

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 Definition of Terms

For a better understanding of this study, the following terms are defined in the
context of this research.

Private School Teachers. It refers to the private teacher who works in a private school
setting. They can work in a private institution at the elementary, middle, and high school
levels, giving students specialized or general training.

Virtual Learning. It is a designed to extend educational experiences. It does not try to

replicate them. In virtual learning environments, students access resources and interact
in ways they would not or could not in the physical classroom.

Face to Face Learning. It is a form of learning where the teacher and the student meet
in a set place for a set time, for either one-on-one learning or, most commonly, in group
class lessons similar to what happens in school.

Lived Experiences. It is refers to the depiction of a person’s experiences and decisions,

as well as the knowledge gained from these experiences and choices.

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 Organizations of the study

This research study aims to identify the challenges faced by private school
teachers in transitioning from virtual learning to traditional teaching models (face-to-
face). The researchers organized the study so that the information contained in this
study is easy to read and follow. This research is divided into two chapters.

Chapter 1 presents information and issues of private school teachers regarding the
transition from virtual to face-to-face teaching. In this section, researchers aim to identify
issues faced by private school teachers during the transition period. This section
includes global, national, and local events.

Chapter 2 deals with the reviews of the relevant literature to gain a deeper
understanding of the main problems faced by private school teachers during the
transition period and to find further teaching strategies.

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 CHAPTER 2

Review of Related Literature

This section presents the relevant literature and studies that the researchers
considered in strengthening the importance of the present study. It also presents the
synthesis of the art to fully understand the research for better comprehension of the
study.

Private School Teachers

As the COVID-19 pandemic has affected all sphere of human life and the schools
across the country are closed due to the risk of spreading the virus, online teaching has
become a major alternative pedagogical strategy among the private schools in particular.
The article of Khanal (2021) reports a study that explores how private school teachers
perceive and adopt technological learning, how they transfer their technological
knowledge and skills into the online classroom and how they self-assess their practices.

Moreover, some private schools had already started teaching in the new normal
before the Department of Education (DepEd) stated in August that the start of the
academic year for public schools would be delayed to Oct. 5. In the new normal, the
teacher’s role is crucial to the teaching and learning process using the selected modality
to learn. Compared to the usual classroom setting, the role is enlarged. The teachers
must always be accessible in the new normal, even though they are working from home.
Teachers must always be accessible online in case students or parents have questions,
which can be a bit of a challenge.

In addition, while regular public school teachers may be relatively safe from
significant wage reductions following COVID-19 in many parts of the world, the structure
of the teacher labor market will likely play an important role in the impact of the shock
on the education system as a whole. In an analysis of public versus private school
teacher job loss through recessions over time, Jason Kopelman and Harvey Rosen find
that during both recessionary and non-recessionary periods, private school teachers in
the United States have a higher probability of losing their jobs than public school
teachers and find that this gap was largest during the Global Financial Crisis. Based on

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recent trends, it seems this is likely to be true in many low- and middle-income countries
during the current crisis as well.

As Tarek (2016) emphasized that since distance learning entails high level of
interaction between the teacher and students, the teacher must treat learning problems
that students might encounter taking into account the individual needs of the students in
terms of their learning styles. Teachers must initiate virtual learning activities such as
collaborative work to motivate students to learn. They should be more creative, motivate
their students to actively participate in the virtual learning and engage the students to a
deeper learning so that the desired learning outcomes are met Tuscano (2020).

Moreover, education and training institutions that plan their own budgets and
expenditures are called private schools Uygun (2003) Since the 1980s, parents started
to prefer private schools with the expectation of a better education Açıkalın (1989). The
characteristics and qualifications of teachers in private schools are also cited as a
reason for this demand Hesapçıoğlu & Nohutçu (1999). As a striking example of this is
that parents want their students to gain a good university in line with their high career
expectations Erdoğan (2002). Private schools, which have to meet these demands,
want their teachers to be highly motivated and expect them to provide qualified and
high-quality education Kocabaş & Karaköse (2005). Accordingly, administrators working
in private schools exhibit a higher level of leadership Aslan & Ağiroğlu Bakır (2014);
Birekul (2018) and take on more responsibilities Karaköse & Kocabaş (2006); Topçu,
(2010).

Therefore, as the transition of virtual learning to face to face learning in the school
year 2021-2022 in the Private School happened, the commitment that beginning and
practicing teachers bring to the workplace may be the single most important factor
influencing their work and student performance in schools (Firestone & Pennell,
1993; Reyes, 2000). Research on teacher commitment indicates that teachers with
high levels of commitment work harder, demonstrate stronger affiliation to their
schools, and demonstrate more desire to accomplish the goals of teaching than
teachers with low levels of commitment. More importantly, students of highly

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committed teachers are more likely to learn material and develop a positive attitude
toward school than those of teachers with low levels of commitment Reyes (1990).

Teachers are returning to the classroom with mixed feelings of excitement and
anxiety as they ease students back into classrooms after 17 months of distance learning,
according to a panel of educators during an EdSource Roundtable Discussion, the
second in a new series. They say they have their work cut out for them this year as they
address the social anxiety that many students are now feeling, the technology burnout
students face and as they balance academic curriculum with social-emotional learning.

Transition of Virtual Learning to Face to Face Learning

According to Baran, Correia, and Thompson (2013) distance education is different

from traditional classroom method and, therefore, its own pedagogies must be
developed. In a face tof classroom, an instructor is assumed to be a lecturer, and in an
online classroom, the instructor is considered a facilitator (Ryan, Scott, & Walsh, 2010).
A face-to-face classroom allows the instructor to be committed to just one block of time,
provide structure and immediate feedback,teach with direct eye contact, and respond
immediately to questions. An online classroom allows the instructor to organize online
communication via emails, discussion boards, chats, and web conferencing.
Researchers have reported “the teacher moves from being at the center of the
interaction or the source of information to the ‘guide on the side” Baran (2013).

Additionally, instructors can establish learning activities, such as group work,

through multiple rounds of communication and clarifications Moore & Kearsley (2012). A
paradigm shift occurs from student-centered learning to instructor-centered or lecture-
centered approaches in teaching in a distance education environment Simonson (2012).
Higher order thinking is often lacking in online learning, and this may be because
instructors attempt to transfer traditional classroom practices to online courses Baran
(2013). Research has demonstrated that “universities staying current with technological
innovations results in improved online course development outcomes and satisfaction”
Fish & Wickersham, (2010). It is suggested that instructors remain current with
advances in the field and to network with others who teach online courses within the
same university or at other universities Fish & Wickersham, (2010).

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 As McDonald (2002) noted, not only does teaching at a distance often prompt a
closer examination of teaching practices, but online teaching has the potential to
enhance face-to-face teaching. McDonald (2002) suggested that “in addition to reaching
learners at a distance, distance education formats are increasingly being used to enrich,
improve, and expand face-to-face instruction, thus resulting in a ‘convergence’ of
educational practices.” Best practices applied in the online classroom can be transferred
to the face-to-face classroom to improve student learning in any environment Burgess
(2015). Some of the best practices Burgess returned to the face-to-face classroom with
were online discussion boards, course content videos, ecommunication, and web
conferencing tools.

Moreover, in her face-to-face classroom, she uploaded material, provided

PowerPoint slides, and shared feedback through a learning management system (LMS).
Upon her return to the face-to-face classroom, she incorporated online discussion to
improve learning by allowing students to reflect on readings, offer productive starting
points for class conversations, and articulate their thoughts prior to group discussions.
One successful component burgess used in her online class and transferred to her
face-to-face class was a weekly checklist. The most valuable and effective transferable
skill Burgess noted was web conferencing because of the flexibility it provided for both
the student and the instructor. In her face-to-face course, she now offers the option to
meet in person, online, or both.

In addition, Scagnoli, Buki, and Johnson (2009) conducted a qualitative cross-

case analysis of studies of the influence of online teaching on classroom teaching
practices. They examined several articles that were cross-analyzed by categories,
including transfer of pedagogical strategies back to the classroom, increased readiness
to integrate technology in the classroom, and openness to alternative ways of
interaction. Scagnoli et al. (2009) found that instructors come back to the classroom
with new pedagogical strategies for instruction and online presentations, the use of
audio and video files, discussion forums and chat sessions, and submission of
assignments via an LMS.

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Therefore, face-to-face instructors benefit from using an LMS by uploading and
updating course material. Faculty realize that some of the same approaches used in
online classes can be used to engage students’ learning in face-to-face classes.
Scagnoli et al. (2009) also suggested that faculty teaching at a distance returned to the
classroom eager to integrate technology in their face-to-face course. When instructors
step out of their comfort zone of the face-to-face classroom to participate in teaching at
a distance, they obtain new knowledge and proficiencies (Cho & Berge, 2002). In their
study, instructors who had taught online were more conscious of their teacher roles and
teaching strategies. Some instructors became more acquainted with the use of
technology, new pedagogical techniques, unique forms of accountability, and
collaborative learning practices.

In fact, Fetzner (2003) offered lessons learned about transferring teaching

practices from distance education to face-to-face classrooms with the Monroe Model
framework. The model addresses how faculty bring lessons learned from an online
environment to a face-to-face environment. When higher education faculty experience
positive outcomes when teaching online, it promotes a change in opinions, attitudes,
perceptions, and understanding of distance education.

Nevertheless, Stone and Perumean-Chaney (2011) offered lessons learned with

the development and delivery of an online statistics course. The course was designed to
be delivered in weekly modules, and each module began with an overview. The module
overview was concise, organized, and included specific goaldirected activities, with
students knowing what each module covered. When the format of using weekly
modules for the presentation of material and the assignment of homework was brought
back into the traditional classroom, Stone and Perumean-Chaney (2011) found that
student confusion was minimized, leaving more time for additional activities to enhance
student learning.

Additionally, Stone and Perumean-Chaney (2011) discovered that when

instructors returned to the face-to-face statistics classroom, they had adopted new
technologies, created new ways for students to submit their work, learned new
approaches for enhancing student engagement, and improved student learning.

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 Online higher Education faculty are reviewing their perceptions about the new
culture of learning and teaching. This leads teachers to challenge their beliefs,
judgments, interpretations, assumptions, and expectations (Coppola, Hiltz, & Rotter,
2002; Lee & Tsai, 2010). Kreber and Kanuka (2006) noted online teaching is different
from face-to-face teaching; however, faculty who do not receive professional
development have a habit of carrying face-to-face educational practices to online
environments. Teachers tend to transfer face-to-face approaches learned from their
professors while in college to the traditional classrooms they teach in as they develop
their expertise (Kreber & Kanuka, 2006).

Moreover, Sheridan (2006) and Van de Vord and Pogue (2012) suggest faculty are
concerned that online instruction is more time-consuming than traditional face-to-face
instruction. According to Van de Vord and Pogue (2012), online courses include more
time in and out of the classroom for the instructor. Sheridan (2006) noted that faculty
members who teach online courses spend more time preparing and administering their
courses than traditional faculty members do. Higher Education faculty indicate that
continuous individual email communication is another challenging factor (Sword, 2012).
Lloyd, Byrne, and McCoy (2012) reported one of the most highly ranked concerns of
faculty was time commitment.

With the growth of online education, the role of the instructor in higher education is
changing. However, some higher education faculty members are resistant to teaching
online because the demands are greater compared to face-to-face courses (Murphy,
Levant, Hall, & Glueckauf, 2007). The roles of online instructors may be more complex
than those of traditional instructors (Baran, Correia, & Thompson, 2013). Some higher
education faculty members are resistant to teaching online because the demands are
greater compared to traditional face-to-face courses (Murphy, Levant, Hall, & Glueckauf,
2007). According to Baran et al. (2013), distance education is different from the
traditional classroom method and, therefore, its own pedagogies must be developed.

Additionally, faculty members at institutions of higher education who started their

careers in the traditional face-to-face classroom tend to change their pedagogical
approaches for use in online teaching (Baran, Correia, & Thompson, 2013; Duffy &

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Kirkley, 2004; McDonald, 2002). As they gain experience in the online environment,
they often turn the approach around, changing methods that benefit the online
environment to improve and enhance their face-to-face teaching (Scagnoli,Buki, &
Johnson, 2009; Stone & Perumean-Chaney, 2011).

Therefore, it is important to consider and understand how college faculty who

teach online perceive and describe their teaching practices and roles when they return
to the traditional face-to-face classroom.Faculty members at institutions of higher
education who started their careers in the traditional face-to-face classroom tend to
change their pedagogical approaches for use in online teaching (Baran, Correia, &
Thompson, 2013; Duffy & Kirkley, 2004; McDonald, 2002). As they gain experience in
the online environment, they often turn the approach around, changing methods that
benefit the online environment to improve and enhance their face-to-face teaching
(Scagnoli, Buki, & Johnson, 2009; Stone & Perumean-Chaney, 2011). Therefore, it is
important to consider and understand how college faculty who teach online perceive
and describe their teaching practices and roles as they return to the traditional face-to-
face classroom.

Life Experiences

To explored the live experience of a private teachers chose to stay in the teaching
profession and teach in a private school because of their passion in teaching. Indeed,
effective teaching is founded on passion. Passion, which is essential for learning and
teaching, enhances learning by fostering motivation and enthusiasm. Teachers that are
interested in enhancing their students’ learning potential strive to create successful
learning environments.

In connection, the study of Serin (2017) find out that teachers’ passion in teaching
is an important characteristic that can help students attain their goals. Teachers that are
enthusiastic about their jobs can make a significant difference in their students’
academic performance. Passion has a beneficial impact on learning and teaching by
generating enthusiast and action. In addition, the study of Gilal (2019) showed that
through emotional contagion, a teacher’s passion for teaching may be transmitted to a

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student’s desire for work. The teacher experiences a strong feeling of appreciation on a
regular basis, which is a key link among these good traits.

Moreover, the study of Alfun (2017) discussed that teacher commitment is an inner
derive that motivates teachers to dedicate more time and attention in sustaining school
participation. It is revealed on his study that commitment in teaching is a critical
component to stay with boldness whatever difficulties a teacher may face in his/her
profession. Teachers that are committed to the teaching profession are able to modify
their techniques to help students in the classroom. This is why private teachers chose to
stay for how many years teaching in a private school in order for them to gain more
points in teaching experience. In fact, teaching experience is very important.

Therefore, the findings of this study supports the study of Jaine (2021). This
pandemic causes the global economy to suffer a recession, causing financial hardships
for all individuals. Private teachers are now in a dilemma, not only in educational
matters, as well as in terms of their financial demands in the wake of pandemic. It is
found out that private teachers were not paid on time and they were receiving lesser
salary compare to public teachers.

Moreover, it showed that the mental health issues by the teachers were attributed
to job stress as a result of working remotely, motions of uncertainty, loneliness, and
worry that the pandemic and its associated confinements would intensify Lizana (2021).
This study also revealed that private teachers are experiencing problem on their
relationship with their school heads. The study of Whitehead, Boschee and Decker
(2013) reiterate that when teachers and principals work together and build trust,
students face higher academic achievements and have a stronger feeling of well-being.

According to Chombo (2020) showed that principals must have a positive working
connection in order to function successfully and to sustain a healthy professional
relationship, solidarity, respect, commitment, and communication among teachers.
Indeed, private teachers are also contributors in the growth and development of the
Philippine Economy, yet they feel less prioritized as compared to public teachers. There
is a need for the national government to address also the needs of private teachers
amidst pandemic.

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 In fact, the national government may also consider to give subsidy to the private
schools as an intervention to the financial constraints faced by private teachers amidst
pandemic. For private schools, they must follow the minimum wage policy as part of the
rights of employees and in order avoid complaints. For private school teachers, they
may consider to have a budget plan to help themselves in spending their money wisely
and to assure that they have enough budget for a month.

Additionally, the article of Noel Pabalate (2020) reports a study that teachers, both
in private and public schools, have to adjust and adapt even at the cost of forgetting
their personal lives. Based on his research, there was a teacher who shared his
experience about his life experience in private school teaching his name is Glen Reynon,
College, Media WritingUST Angelicum, Quezon City. Preparation came easy for Glen
since his school offered blended learning even before the pandemic. Known for its
homeschooling program, UST Angelicum uses software they developed years ago,
known as Learning Management System (LMS), along with other third-party apps like
Aralinks for elementary school level, Schoology for highschool level, and Blackboard for
college level. The school had prepared modules, which it only needed to modify, putting
tweaks here and there, for this school year.

Therefore, the challenge now for UST Angelicum educators is how to execute
teaching those modules online. At the start of his virtual Media Writing class, Glen
struggled with delivering his lectures. Accustomed to standing and moving around while
teaching, it was hard for him to be seated for so long during discussions. Distractions
such as loud background noises, “photobombers” (extra people consuming the frame of
his student’s window), interrupted Internet connections, and unnecessary inquiries
would disrupt his focus.

Moreover, the 33-year-old professor explains that a lot of disturbances happened

in the first few weeks of the virtual class. An instance Glen could not forget was when
one of his students informed him that he needed to leave class because the parents
asked the pupil to go on an errand and buy something from the store. When that
student came back, he reminded the student what was more important. “The good news

22
for college students who get disconnected in the virtual classrooms is that lectures are
recorded. But this should not be a reason for them to just disappear,” he exclaims. But
as days go by, Glen learned to adjust to and focus on teaching beyond the distractions.
He always reminds his class of the rules for a smooth session. He also makes classes
more interesting by using QR codes and Mentimeter in addition to his activities.

As the current chair of the Communication Program of the school, Glen sees
teaching from home as a disadvantage because, since it’s self-paced, there are
temptations and tendencies to be lax. “Face-to-face teaching is still more effective. But
since we’re all really going in this direction [online teaching], which just came too soon
because of the pandemic, we have no choice but to adapt, and yes we can,” says Glen.
For Glen, the teacher’s mental health should also be given importance since this
pandemic has invaded the education sector and our personal lives. Even with the litany
of challenges, Prof. Glen still loves teaching, saying “‘til death do they part.” He did not
earn, at a very young age, a PhD in Philippine Studies in Media, Culture, and Language
at De La Salle University this year, for nothing.

23
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https://irjstem.com/wp-content/uploads/2021/11/IRJSTEM
Volume1_No2_Paper14.pdf?fbclid=IwAR17LYOn8P7ANkcPa
_1K3BjUyhE5gKybL3hLVEeOx9dGiMGn-TRTgV7KFc

https://mb.com.ph/2020/10/04/private-school-teachers-share-their-experiences-in-
blended-learning/?fbclid=IwAR2i2ocZWi
uC8WmPtrGUeS4klcU3LikbiAsI2HVvj3wOIXQ7ydsoYt_0Nw

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