FACE TO FACE: TEACHING

CHALLENGES OF JUNIOR HIGH

SCHOOL TEACHERS
by
Cayabas, Rayvan
David, Carl Mathew
De Guerto, Ramil
Gambulao, Sheena
Lumbican, Atasha Faith
Martin, Renz Caleb
Pindog, John Rey
Songiaten, Sonia
Taypoc, Shalom
INTRODUCTION

Background of the Study

According to CNN Philippines due to threat of the Covid-19

pandemic, face-to-face classes were not allowed in the school
years 2020-2021. After two years of modular distance learning,
DepEd Secretary Sarah Duterte declared the return of face-to-face
classes on November 2, 2022. As face-to-face classes resumed the
teachers encountered challenges to adapt in the changes in the
educational platforms.
Review of Related Literature

■ A study by Jayrome L. Nunez in the year 2021 entitled “Going

Online Teachers Encountered Personal Challenges in Teaching
in the New Normal: A Qualitative Inquiry”
Leyte Philippines
Review of Related Literature

■ Additionally, a research was conducted by Potchong

M. Jackaria entitled “Elementary Teacher’s
Experiences and Instructional Challenges during the
Return to School after the Covid-19 Closure in the
Philippines” in the year 2022.
Tawi-tawi Philippines
This study aims to identify the challenges of teachers during the return
of the face-to-face classes. Specifically, it seeks to answer the
following questions:

1.What challenges were encountered by the Junior High

School teachers in terms of:
a. Students’ behavior
b. Students’ performance
2. What bridging programs are necessary to address the
challenges encountered by Junior High School teacher of La
Trinidad National High School?
Methodology
Research Design
■ Phenomenology is a form of qualitative research that seeks to examine and understand a
phenomenon or event as it occurs in its place in time. The researcher in phenomenology
must find individuals who are willing to reveal their lived experiences in order to begin to
find meaning in them (reswell,1998). This research determines the challenges encountered
of the junior high school teachers during the face-to-face classes. Thus, this qualitative
study employed phenomenological design.

Population and Locale of the Study

■ Purposive sampling was used in the study. Purposive sampling is where the researcher
purposefully samples individuals or sites based on membership in a subgroup that has
defining characteristics. (Creswell,2012). The participants in the study are mainly the
Junior High School teachers of La Trinidad National High School, Lubas, La Trinidad,
Benguet, for the school year 2022-2023.
Methodology
Data Analysis
■ The data obtained from the interviews was transcribed into text, and then text
analysis was utilized to gather the common themes. The process involved
sorting, categorizing (cool analysis), and thematizing (warm analysis). It is
likely that inductive and deductive methods were used to ensure appropriate
placement of themes, as these methods are commonly used in qualitative
research Lincoln & Guba (1985). Member checking procedures were done to
ensure the truthfulness and truth worthiness of the data, as described by
Maxwell in 2013.
Significance of the Study

The result of the study will benefit the following:

■ Students. Through this study, students will gain a better understanding of the
difficulties that their teachers are facing and will learn to appreciate their efforts in
providing quality education despite the limitations of the new normal.
■ Teachers. For teachers, the study can help them understand the challenges faced by
their colleagues in the new normal education system. By sharing coping mechanisms,
teachers can work together to finds solutions to the challenges they face. Additionally,
the study findings can also be used to provide support to the teachers who are struggling
to adapt to the new normal education system.
■ Administrator. The study provides insight into the challenges faced by junior high
school teachers in adapting to the new normal education system. The study can also
serve as a basis for school administrators to provide support and training to teachers to
help them adjust to the new normal education system. The study can contribute to the
knowledge in teaching practices in the new normal education system, which can
improve the quality of education and enhance the teaching profession.
■ Future researchers. This conducted studies will open doors for future researchers to
expand studies in relation of coping mechanisms of the teachers.
Results and Discussion
■ CHALLENGES IN TERMS OF STUDENTS’ BEHAVIOR
• Laziness • Absenteeism
• Self-harm
• Technology addiction
• Disobedience
• Disrespectful
• Immaturity
• Lack of interest
• Not paying attention
• No right manner
■ CHALLENGES IN TERMS OF STUDENTS’ PERFORMANCE
• Difficulty in solving problem
• Difficulty in following instructions
• Difficulty in reading
• Low comprehension
• Poor performance
• Interdependence
BRIDGING PROGRAMS
■ FOR STUDENTS
• Enrichment program
• Reflection program
• Assessment before admission
• Remediation
• Re-implementation of GMRC
• Reading program
■ FOR TEACHERS
• Pedagogical program
• Educational program
• Integration of technologies to
the lessons
• Conduct of assessment before
implementing bridging
program
CONCLUSIONS AND RECOMMENDATIONS

Conclusions
1. The following are the challenges encountered by the junior high school
teachers in terms of students’ behavior: Laziness, self-harm, technology
addiction, disobedience, disrespect, immaturity, lack of interest, not paying
attention, lack of proper manners, and absenteeism. Laziness, as explained
by the participants, corresponds to students' sensation of being on vacation.
Addressing challenges in student behavior, such as lack of motivation, self-
destructive tendencies, excessive technology reliance, disobedience,
disrespect, immaturity, disinterest, inattentiveness, poor manners, and
absenteeism, requires implementing targeted interventions, fostering a
positive school environment, providing counseling services, and involving
parents to promote academic engagement, emotional well-being, and
personal development.
CONCLUSIONS AND RECOMMENDATIONS

Conclusions
2. The following are the enumerated bridging programs needed
by the students and teachers to address the challenges they
encountered. Enrichment Program, reflection program,
assessment before admission, remediation, re-implementation of
Good Manner and Right conduct (GMRC), reading program,
pedagogical program, educational program, integration of
technologies to the lesson, and conduct of assessment and
research before implementing bridging program. These
programs and methods may improve the learning experience
and may lead to achievement of better educational outcomes
Recommendations

1. The Department of Education should make it a priority to implement

social-emotional learning programs for the students, as well as strengthening
their mental health support, promoting responsible technology use, fostering
a positive school climate, enhancing parental involvement, providing
support to teachers’ plans and activities for the learners, strengthening
attendance policies, designing engaging curriculum, establishing peer
mentoring, and investing in research. These actions will address challenges
faced by junior high school students, promoting their well-being and
academic success.
Recommendations

2. The Department of Education should consider prioritizing professional

development opportunities by investing in comprehensive programs for
teachers. These programs should specifically target the strategies needed to
address the identified challenges of teachers. By offering engaging
workshops, seminars, and training sessions, teachers can acquire valuable
skills in effective instructional techniques, classroom management
strategies, and tailored interventions that cater to the specific needs of junior
high school students. This investment in professional growth will empower
teachers to create a more enriching learning environment and contribute to
the overall academic development of their students.
Recommendations

3. Schools may create tutoring programs where students can receive one on one
or small group support from qualified tutors. They may also establish mentoring
programs in which older or more experienced student mentor younger or
struggling students. With this programs teacher won’t have a hard time
repeating the lessons, students can now cope up and understand the lessons
4. Parents must continue to support their child's development by maintaining
open communication, creating a supportive home environment, encouraging
healthy habits, setting limits on screen time, fostering a love for reading,
supporting organizational and time management skills, promoting self-
discipline, actively participating in parent-teacher meetings, seeking additional
support when necessary, and cultivating a growth mindset.
5. Future researchers may want to conduct research investigating and assessing
the effectiveness of the intervention programs in addressing the challenges
faced by the junior high school teachers and their impact on students' attitudes,
engagement, and well-being.
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