Challenges and Experiences of the Teachers during the Face-to-Face Transition and their Performance

Abstract

This study was purposely conducted to study the challenges and experiences of the teachers during the face-to-face transition and their performance. Specifically, this study attempted to answer the profile of the respondents in terms of age, gender, educational attainment, years in service, and number of trainings, the perception of the teacher respondents in terms of challenges during the face-to-face transition classes as to health protocols, pupils’ behavior, learning gaps, and instruction, the perception of the teacher respondents based on the experiences during the face- to-face transition classes in terms of stress, work overload, and time management, and the level of the performance of teachers during the face-to-face transition classes in terms of content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, personal growth and professional development, and plus factor. The study also utilized a descriptive correlational study to examine the relationship between the teachers’ challenges and experiences and their performance and the difference between the teachers’ challenges and experiences and their performance when grouped according to profile. The respondents were 100 elementary teachers of Fule Almeda District in the Division of San Pablo City. The relationship between the teachers’ challenges and experiences was significant to their performance. However, there is no significant relationship between learning gaps and instruction relation to curriculum and planning; between learning gaps and instruction to assessment and reporting; and between health protocols, leaning gaps, instruction, and stress to plus factor. There are significant differences in the perceived challenges in terms of health protocol, pupils’ behavior, and learning gap, experience in terms of stress, and teachers’ performance in terms of learning environment and diversity of learners when grouped according to age. There is a significant difference in the perceived challenges in terms of pupils’ behavior when grouped according to highest educational attainment. There are significant differences in the perceived challenges in terms of health protocol and the teachers’ performance in terms of learning environment and diversity of learners when grouped according to the years in service. It is proposed to create responsive programs towards the challenges and experiences of teachers for more improvement of teaching quality and enhancement of the learning gaps of the pupils.