Challenges and Coping Mechanism on The Transition from Modular Scheme to Face-To-Face Modality: Implication to Teacher’s Competency
Abstract
The purpose of this study is to determine perceived challenges faced by MAPEH teachers during the transition from modular to face-to- face modality in terms of workload, students’ behaviour, teaching learning resources, teacher’s competency and training and supports. Also, to determine their perceived coping mechanism using the problem-focused, emotional-focused, and avoidant- focused. Additionally, to know the MAPEH teachers’ level of teaching competency in terms of content knowledge and pedagogy and learning environment. Findings revealed that the MAPEH teachers perceived challenges on limited teaching hours (3.64), students’ disruptive behaviour in sitting still, disturbing, and shouting/screaming toward others (3.78), have personal and family problems such as parent separation, financial support, and school pressure (3.82). As well as the absence of a reliable internet connection to support limited learning materials (4.00), limited textbooks, self-learning modules (3.98), and the lack of available electronic devices such as a computer, television, overhead projector, and audio speaker use for teaching learning (3.91). Moreover, respondents experience limited Trainings, seminars, and webinars for MAPEH teachers (3.71). Meanwhile, research result showed that Problem-focused (4.42) and emotional- focused (4.23) often perceived coping mechanism. Therefore, study shows that there is no significant relationship between challenges variables and Content Knowledge and Pedagogy is partially accepted. However, there is a positive significant relationship between the challenges variables and teacher’s competency is partially sustained. Moreover, there is no significant relationship between coping mechanism variables and content knowledge and pedagogy as well as the teaching environment competency.
References
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[21] Caratiquit, K., & Caratiquit, L. J. (2023). Uncovering teacher’s situation amidst the pandemic: Teacher’s coping mechanisms, initiatives, constraints, and challenges encountered. International Journal of Social Sciences and Education Research, 8(Issue 3, 288 - 298, 31.07.2022), 288–298. https://doi.org/10.24289/ijsser.1103698
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[25] Salmerón Aroca, J. A., Moreno Abellán, P., & Martínez de Miguel López, S. (2022). Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education. Journal of Intelligence, 11(1), 1. https://doi.org/10.3390/jintelligence11010001
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[27] Nalla, R. C. (2022). Lived Experiences, Challenges, and Coping Mechanisms of Teachers on the Current Paradigm Shift in Education: A Phenomenological Study. In ERIC (Vol. 1). Journal Articles; Reports - Research. Retrieved from https://eric.ed.gov/?id=ED621117
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[29] Pasha, A., Pinjani, A., Bijani, A., & Yousuf, N. (2019). Challenges of Developing Competencies in Students in Developing Contexts. Literacy Information and Computer Education Journal, 10(4), 3293–3298. https://doi.org/10.20533/licej.2040.2589.2019.0433
[30] Gamayao, M. D., & Enrique E. Binas, J. (2021). Teaching Competence and Pedagogical Content Knowledge Of Science Teachers In The First District Of Capiz, Philippines: Basis For A Sustainable Instructional Program. European Journal Of Humanities and Educational Advancements, 2(1), 26–34. https://scholarzest.com/index.php/ejhea/article/view/147
[31] Ty, A., & Sanico, F. (n.d.). Competencies of Public Elementary School Teachers in the Second District of Northern Samar, Philippines. Ilkogretim Online -Elementary Education Online, Year, 20(4), 1277–1284. https://doi.org/10.17051/ilkonline.2021.04.145
[32] Samillano, J. (2015). Competency Among MAPEH Teachers in Teaching Performing Arts in Selected Public Secondary Schools in North Cotabato. Www.academia.edu. Retrieved from https://www.academia.edu/11417973/Competency_Among_MAPEH_Teachers_in_Teaching_Performing_Arts_in_Selected_Public_Secondary_Schools_in_North_Cotabato
[2] Department Order 34, s. 2022, https://newsinfo.inquirer.net/1626494/ Retrieved September 22, 2022
[3] Galvez, Daphne (2022). DepEd orders all schools to shift to face-to-face classes by November 2. INQUIRER.net. https://newsinfo.inquirer.net/1626494/deped-orders-all-schools-to-shift-to-face-to-face-classes-by-november-2 9/22/2022
[4] Sekhar, C. (2019, May 30). Blended Learning: A New Hybrid Teaching Methodology. ResearchGate; unknown. https://www.researchgate.net/publication/333485907_Blended_Learning_A_New_Hybrid_Teaching_Methodology
[5] Cabardo, J. R. O., Cabardo, C. J. O., & Cabardo-Mabida, S. J. O. (2022). Challenges and mechanisms of teachers in the implementation of modular distance learning in the Philippines: a phenomenological study. Sapienza: International Journal of Interdisciplinary Studies, 3(1), 169–182. https://doi.org/10.51798/sijis.v3i1.223 3/6/2023-3:48pm 07:19 pm
[6] Javier, D. M. (2022). Challenges Encountered by the Private and Public School Teachers During the Full Implementation of Face-to- Face Classes: Basis for an Intervention Plan Proposal. International Journal of Research Publication and Reviews, 03(12), 1575–1580. https://doi.org/10.55248/gengpi.2022.31247 3/6/20232-4:18pm
[7] Banal, C. L., & Ortega-Dela Cruz, R. A. (2022). Teachers’ resilience in facing workload adversities in times of pandemic: The case of the private school teachers in a developing country. indonesian journal of social sciences 14 (1):36-51. DOI 10.20473/ijss.v14i1.35946 3/6/2023-8:59pm
[8] Cicekci, M. A., & Sadik, F. (2019). Teachers’ and Students’ Opinions About Students’ Attention Problems During the Lesson. Journal of Education and Learning, 8(6), 15. https://doi.org/10.5539/jel.v8n6p15 1/15/2023-5:07 pm
[9] Maffea, J. (2020). Lack of Resources in Classrooms Lack of Resources in Classrooms. https://research.library.kutztown.edu/cgi/viewcontent.cgi?article=1003&context=wickedproblems
[10] Nevenglosky, E., Cale, C., & Panesar Aguilar, S. (2019). Barriers to effective curriculum implementation. Research in Higher Education Journal, 36. https://files.eric.ed.gov/fulltext/EJ1203958.pdf
[11] Ganal, N. N., Guiab, M. R., & Sario, Ma. L. P. (2019). Assessing the Training Needs of Teachers on the 21st Century Pedagogical Skills and Personal Development. The Normal Lights, 13(2). https://doi.org/10.56278/tnl.v13i2.1391
[12] Saigal, E. (2019). Problem, Emotion, and Appraisal Focused Coping Strategies | Institute for Life Coach Training. Lifecoachtraining.com. https://www.lifecoachtraining.com/blog/entry/problem_emotion_and_appraisal_focused_coping_strategies 2/20/2023-8:44pm
[13] Wikipedia Contributors. (2019, August 24). Coping. Wikipedia; Wikimedia Foundation. https://en.wikipedia.org/wiki/Coping
[14] Balmores-Paulino, R. S. (2018). Avoidance Coping Strategies. Encyclopedia of Personality and Individual Differences, 1–3. https://doi.org/10.1007/978-3-319-28099-8_645-1
[15] Jomuad, P., Leah, M., Cericos, E., Bacus, J., Vallejo, J., Dionio, B., Bazar, J., Cocolan, J., & Clarin, A. (2021). Teachers’ workload in relation to burnout and work performance. International Journal of Educational Policy Research and Review, 8(2), 48–53. https://doi.org/10.15739/IJEPRR.21.007
[16] Bozkuş, K. (2020). The problems of teachers: The case of Şanlıurfa. Kuramsal Eğitimbilim Dergisi. Journal of Theoretical Educational Science, 13(3), 505–529. https://doi.org/10.30831/akukeg.623710
[17] Wangdi, T., & Namgyel, S. (2022a, February 25). Classroom to Reduce Student Disruptive Behavior: An Action Research. Retrieved June 4, 2023, from mextesol.net website: https://mextesol.net/journal/index.php?page=journal&id_article=46323
[18] Brian, L. S., Genavia, N. A. M., Gososo, J. E. G., Jr, N. M. R., Tapon, J. L., & Valenzuela, A. M. C. (2019). The Impact of Family Problems in the Academic Performance of HUMSS Grade 12 Students in Bestlink College of the Philippines. Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research, 1(1). Retrieved from https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/2357
[19] Jinot, L. (2017). _Published by European Centre for Research Training and Development UK (www.eajournals.org) 27 ISSN. European Journal of Educational and Development Psychology, 5(5), 2055-0189. Retrieved from https://www.eajournals.org/wp-content/uploads/Factors-That-Influence-Student-Behaviour-in-Secondary-Schools.pdf
[20] Asio, J. M. R., Gadia, E., Abarintos, E., Paguio, D., & Balce, M. (2021). Internet Connection and Learning Device Availability of College Students: Basis for Institutionalizing Flexible Learning in the New Normal. Studies in Humanities and Education, 2(1), 56–69.
https://doi.org/10.48185/she.v2i1.224
[21] Caratiquit, K., & Caratiquit, L. J. (2023). Uncovering teacher’s situation amidst the pandemic: Teacher’s coping mechanisms, initiatives, constraints, and challenges encountered. International Journal of Social Sciences and Education Research, 8(Issue 3, 288 - 298, 31.07.2022), 288–298. https://doi.org/10.24289/ijsser.1103698
[22] Madrid, R. B. (2020). Teaching with limited resources: challenges and potential benefits. Retrieved from TEFL Trainer website: https://tefltrainer.com/general/teaching-limited-resources-challenges-potential-benefits/
[23] Abouchacra, Zeina. (2021). Learning: Competencies, Objectives, or Outcomes. D2L. https://www.d2l.com/blog/learning-competencies-objectives-outcomes/
[24] Daga, C. T. (2021). The Status of High School Mapeh Teachers In Leyte Division, Philippines, 71(1), 10–10. Https://Ijrp.Org/Paper-Detail/1758
[25] Salmerón Aroca, J. A., Moreno Abellán, P., & Martínez de Miguel López, S. (2022). Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education. Journal of Intelligence, 11(1), 1. https://doi.org/10.3390/jintelligence11010001
[26] Jain, U., Jain, D., & Jain, A. (2021). Pattern Of Clinical Presentation of Hyperplolactinemia Among Infertile Patients. Paripex Indian Journal of Research, 18(1, 18-35, 2021), 4–7. https://doi.org/10.36106/paripex/3607292
[27] Nalla, R. C. (2022). Lived Experiences, Challenges, and Coping Mechanisms of Teachers on the Current Paradigm Shift in Education: A Phenomenological Study. In ERIC (Vol. 1). Journal Articles; Reports - Research. Retrieved from https://eric.ed.gov/?id=ED621117
[28] Algorani, E. B., & Gupta, V. (2021). Coping Mechanisms. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK559031/2/20/2023-8:29pm
[29] Pasha, A., Pinjani, A., Bijani, A., & Yousuf, N. (2019). Challenges of Developing Competencies in Students in Developing Contexts. Literacy Information and Computer Education Journal, 10(4), 3293–3298. https://doi.org/10.20533/licej.2040.2589.2019.0433
[30] Gamayao, M. D., & Enrique E. Binas, J. (2021). Teaching Competence and Pedagogical Content Knowledge Of Science Teachers In The First District Of Capiz, Philippines: Basis For A Sustainable Instructional Program. European Journal Of Humanities and Educational Advancements, 2(1), 26–34. https://scholarzest.com/index.php/ejhea/article/view/147
[31] Ty, A., & Sanico, F. (n.d.). Competencies of Public Elementary School Teachers in the Second District of Northern Samar, Philippines. Ilkogretim Online -Elementary Education Online, Year, 20(4), 1277–1284. https://doi.org/10.17051/ilkonline.2021.04.145
[32] Samillano, J. (2015). Competency Among MAPEH Teachers in Teaching Performing Arts in Selected Public Secondary Schools in North Cotabato. Www.academia.edu. Retrieved from https://www.academia.edu/11417973/Competency_Among_MAPEH_Teachers_in_Teaching_Performing_Arts_in_Selected_Public_Secondary_Schools_in_North_Cotabato
Authors
[1]
“Challenges and Coping Mechanism on The Transition from Modular Scheme to Face-To-Face Modality: Implication to Teacher’s Competency”, Soc. sci. humanities j., vol. 9, no. 01, pp. 6550–6566, Jan. 2025, doi: 10.18535/sshj.v9i01.1578.
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