School Support Received and the Challenges Encountered in Distance Learning Education by Filipino Teachers during the Covid-19 Pandemic
Abstract
Distance learning has become the sole modality of the teaching and learning process in the Philippines due to the Covid-19 pandemic. Since face-to-face classes are still prohibited with no end in sight, it is important to assess the experience of teachers handling distance learning education in terms of the support they have received, and the challenges encountered. This study examines the support provided by the schools, the challenges encountered by the teachers, and the support they need to thrive in distance learning education. By applying a quantitative approach through an online survey, 151 teachers - including 108 women, 41 men, and 2 respondents who did not mention their gender - served as the respondents of this study. The study derived promising results in that the majority of the respondents received adequate support from their respective schools in terms of capacity building, technical and data privacy matters, systems of information dissemination, and online learning management. Financial and emotional support mechanisms are two areas for improvement. The common problems encountered include motivating the students, using ICT, managing the time allotted for online sessions, and evaluating the learners’ knowledge. The teachers were also looking for more free resources and tools, webinars to share ideas and challenges, and professional development. Overall, the respondents were confident handling remote classes during the pandemic. The Department of Education (DepEd) and the schools may devise targeted programs, training, and support mechanisms to ensure that no one in the education sector is left behind.
https://doi.org/10.26803/ijlter.20.6.19
Keywords
Full Text:
PDFReferences
Almario, A. R., & Austria, R. (2020). Helping K-12 schools transition to post-COVID 19 times. https://authdocs.deped.gov.ph/wp-content/uploads/2020/06/BE-LCP-Annex-E-Ani-Almario-Helping-K-12-Schools-Transition-to-Post-COVID.pdf
Arinto, P. B. (2016). Issues and challenges in open and distance e-learning: perspectives from the Philippines. The International Review of Research in Open and Distributed Learning, 17(2). https://doi.org/10.19173/irrodl.v17i2.1913
Asian Development Bank. (2021). COVID-19 and education in Asia and the Pacific guidance note. https://www.adb.org/sites/default/files/institutional-document/672491/covid-19-education-asia-pacific-guidance-note.pdf
Commission on Higher Education. (2020a). State universities and colleges number of faculty by program level. 2020 Higher Education Facts and Figures. https://ched.gov.ph/wp-content/uploads/State-Universities-and-Colleges-Number-of-Faculty-by-Program-Level-AY-2019-20.pdf
Commission on Higher Education. (2020b). Private higher education institutions number of faculty by program level. 2020 Higher Education Facts and Figures. https://ched.gov.ph/wp-content/uploads/Private-Higher-Education-Institutions-Number-of-Faculty-by-Program-Level-AY-2019-20.pdf
Çubukçu, C., & Aktürk, C. (2020). The rise of distance education during Covid-19 Pandemic and the related data threats: A study about Zoom. Igdir University Social Sciences Journal. https://www.researchgate.net/publication/344726977_The_Rise_of_Distance_Education_during_Covid-19_Pandemic_and_the_Related_Data_Threats_A_Study_about_Zoom_Igdir_University_Social_Sciences_Journal/citation/download
Data Privacy Council Education Sector. (2020). Advisory No. 2020-1: Data privacy and online learning. https://www.privacy.gov.ph/wp-content/uploads/2020/10/DP-Council-Education-Sector-Advisory-No.-2020-1.pdf
Department of Education. (2020). Towards a sustainable and working DepEd commons part II: A framework. https://commons.deped.gov.ph/deped-commons-framework.pdf
Department of Education. (2019). Average monthly salaries of teachers. [PowerPoint slides]. https://www.deped.gov.ph/wp-content/uploads/2019/06/Tables-SLMB-Salaries-statement.pptx
De Vera III, P. (2020, Sept 02). CHED Memorandum Order No. 04: Guidelines on the implementation of flexible learning. https://ched.gov.ph/wp-content/uploads/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-of-Flexible-Learning.pdf
DOLE-DEPED-TESDA-CHED Joint Guidelines. (2014, May 30). Joint guidelines on the implementation of the labor and management component of Republic Act No. 10533 (Enhanced Basic Education Act of 2013). http://www.pacu.org.ph/wordpress/wp-content/uploads/2017/03/DOLE-DEPED-TESDA-CHED-Joint-Guidelines-on-K-to-12.pdf
Flores, M. A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. http://doi.org/10.1080/02607476.2020.1799709
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hootsuite & We Are Social. (2021, February 11). Digital 2021: The Philippines. https://datareportal.com/reports/digital-2021-philippines?rq=philippines
Joaquin, J. J. B., Biana, H. T., & Dacela, M. A. (2020). The Philippine Higher Education Sector in the Time of COVID-19. Frontiers in Education, 5:576371. https://doi.org/10.3389/feduc.2020.576371
John Hopkins University. (2021). COVID-19 Map. https://coronavirus.jhu.edu/map.html
Joshi, A., Vinay, M., & Bhaskar, P. (2020). Online teaching amidst COVID-19 in India: An outlook. Asian Journal of Distance Education, 15(2), 105-111. https://asianjde.org/ojs/index.php/AsianJDE/article/view/454
Kim, J. (2020). Learning and teaching online during COVID-19: Experiences of student teachers in an early childhood education practicum. IJEC 52, 145–158. https://doi.org/10.1007/s13158-020-00272-6
Korkmaz, G., & Toraman, Ç. (2020). Are we ready for the post-covid-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science, 4(4), 293–309. https://doi.org/10.46328/ijtes.v4i4.110
Lapada, A. A., Miguel, F. F., Robledo, D. A., & Alam, Z. F. (2020). Teachers’ COVID-19 awareness, distance learning education experiences, and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. https://doi.org/10.26803/ijlter.19.6.8
Lee, J., March, L., & Peters, R. (2015). Faculty training and approach to online education, is there a connection? American University, Center for Teaching, Research & Learning. https://edspace.american.edu/online/wp-content/uploads/sites/504/2016/03/FacultyTrainingAndApproachToOnlineEducation.pdf
Li, C., & Lalani, F. (2020, April 29). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning
Llego, M. A. (2021, April 9). DepEd Basic Education Statistics for School Year 2019-2020. TeacherPH.com. https://www.teacherph.com/deped-basic-education-statistics-school-year-2019-2020
Mahundu, G. F. (2020). COVID-19 disease pandemic lockdown: schools closure and students e-learning options in Tanzania. SSRN. http://dx.doi.org/10.2139/ssrn.3698554
Medialdea, E. (2020, March 16). Memorandum from the Executive Secretary: Community quarantine over the entire Luzon and further guidelines for the management of the coronavirus disease 2019 (COVID-19) situation. https://www.officialgazette.gov.ph/downloads/2020/03mar/20200316-MEMORANDUM-FROM-ES-RRD.pdf
Müller, L. M., & Goldenberg, G. (2020). Education in times of crisis: The potential implications of school closures for teachers and students. Chartered College of Teaching. https://my.chartered.college/wp-content/uploads/2020/05/CCTReport070520_FINAL.pdf
Nenko, Y., Кybalna, N., & Snisarenko, Y. (2020). The COVID-19 distance learning: Insight from Ukrainian students.The Brazilian Scientific Journal of Rural Education. http://dx.doi.org/10.20873/uft.rbec.e8925
Galvez, D., & Orejas, T. (2021, March 1). Duterte still won’t allow in-person classes despite delivery of COVID-19 vaccines. INQUIRER.net. https://newsinfo.inquirer.net/1401105/duterte-still-rejects-resumption-of-faceface-classes
Panelo, S. S. (2020, March 12). On code red sublevel 2 –Presidential Communications Operations Office. Office of the Presidential Spokesperson. https://pcoo.gov.ph/OPS-content/on-code-red-sublevel-
Paykamian, B. (2021, March 10). Remote learning taking a toll on teacher health, morale. Government Technology. https://www.govtech.com/education/k-12/Why-Teachers-Need-Emotional-Support-During-Virtual-Learning.html
Reyes-Chua, E., Sibbaluca, B. G., Miranda, R. D., Palmario, G. B., Moreno, R. P., & Solon, J. P. T. (2020). The Status of the Implementation of the E-learning Classroom in selected Higher Education Institutions in Region IV-A amidst the COVID-19 crisis. Journal of Critical Reviews, 7(11). https://doi.org/10.31838/jcr.07.11.41
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD. https://www.gcedclearinghouse.org/resources/impact-covid-19-education-insights-education-glance-2020
School Education Gateway. (2020, August 6). Survey on online and distance learning – Results. https://www.schooleducationgateway.eu/en/pub/viewpoints/surveys/survey-on-online-teaching.htm
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Sutiah, S., Slamet, S., Shafqat, A., & Supriyono, S. (2020). Implementation of distance learning during the covid-19 pandemic in faculty of education and teacher training. Cypriot Journal of Educational Sciences, 15(5), 1204–1214. https://doi.org/10.18844/cjes.v15i5.5151
Tagupa, H. (2018, June 29). Are PH teachers really underpaid? INQUIRER.net. https://opinion.inquirer.net/114243/ph-teachers-really-underpaid
United Nations Children’s Fund. (2021, March 24). COVID-19: Schools for more than 168 million. https://www.unicef.org/india/press-releases/covid-19-schools-more-168-million-children-globally-have-been-completely-closed
Ventayen, R. J. M. (2018). Level of competency in computer systems servicing of teachers in one town in Northern Luzon: A needs assessment and analysis. Asian Journal of Multidisciplinary Research Studies. http://dx.doi.org/10.2139/ssrn.3153248
Yilmaz, A. B. (2019). Distance and face-to-face students’ perceptions towards distance education: A comparative metaphorical study. Turkish Online Journal of Distance Education, 20(1), 1302–6488. https://doi.org/10.17718/tojde.522705
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493