CHALLENGES AND COPING MECHANISM OF PUBLIC ELEMENTARY TEACHERS AND THE ACADEMIC BEHAVIOR AND PERFORMANCE OF LEARNERS DURING THE TRANSITION PHASE OF IN-PERSON LEARNING MODALITIES IN SCIENCE

Abstract

Another transition in learning modality is implemented as the education sectors and community adapt with the pandemic. Nevertheless, teaching and learning should be continued, overcoming diverse challenges and adopting various coping mechanisms. The most pressing needs of teachers for coping with current teaching and learning are provision of quality resources creation of policy that will improve balancing of workload designing flexible and equitable work assignments improving health protection, and being supportive for work-life blends. Research Design Descriptive method was used to determine relationship of challenges and coping mechanism of public elementary teachers and the academic behavior and performance of learners during the transition phase of in-person learning modalities in science. The responses were tabulated as basis for statistical treatment of the data. In order to analyze and interpret the data gathered, weighted mean, standard deviation, Pearson r correlation and regression analysis were utilized in the study. Respondents of the Study Random sampling technique was applied from a population of Public Elementary Teachers and Learners at the five high performing Schools under the Sub Office of Santa Cruz namely: Bagumbayan Elementary School, Gatid Elementary School, Santa Cruz Elementary School, Santo Angel Central Elementary School and Santisima Cruz Elementary School came up with 150 respondents of this study. An individual is selected as part of the sample due to good evidence that they are representative of the data population. Sampling Technique Random sampling is one of the simplest forms of collecting data from the total population. Sampling Technique Random sampling is one of the simplest forms of collecting data from the total population. From the findings above, we can infer that at 0.05 level of significance, the null hypothesis “There is no significant relationship between Coping Mechanism of teachers and academic behavior and academic performances of the students” is partially rejected. Thus, the alternative should be partially accepted which incites that there is a significant relationship between them. “There is no significant relationship between Coping Mechanism of teachers and academic behavior and academic performances of the students” is partially rejected. Thus, the alternative should be partially accepted which incites that there is a significant relationship between them.