Implementation of Face-to-Face Classes, Teachers’ Effectiveness and Coping Strategies

Abstract

This study was conducted to determine the implementation of face-to-face classes, teachers’ effectiveness and coping strategies in the Division of Iloilo, Philippines for the school year 2022 – 2023. Descriptive-correlation method of research was employed in this study. Respondents were chosen using stratified random sampling using fishbowl technique. Data were gathered using researcher-made questionnaires. The study found out that the extent of teachers’ implementation of face-to-face classes when taken as a whole, and when classified according to age, educational attainment, length of service, civil status, and position was “very great”. The level of teachers’ effectiveness in the implementation of face-to-face classes when they were taken as a whole and when classified in terms of age, educational attainment, length of service, civil status, and position was “very high”. The mostly employed coping strategies of teachers were “browse the internet to research contents and knowledge for class presentation.” and “allow learners enjoy the empowerment to their given task and activities”. There were no significant differences in the extent of teachers’ implementation of face-to-face classes when classified as to age and civil status. There were significant differences in the extent of teachers’ implementation of face-to-face classes when classified as to educational attainment, position, and length of service. There were no significant differences in the level of teachers’ effectiveness in the implementation of face-to-face classes when classified as to age, length of service and civil status. There were significant differences in the level of teachers’ effectiveness in the implementation of face-to-face classes as to position and educational attainment. There were significant differences in the coping strategies of teachers in the implementation of face-to-face classes when classified according to age, educational attainment, length of service, civil status, and position. There were significant relationships between the extent of implementation and teacher’s effectiveness and between coping strategies and extent of implementation of face-to-face classes. There was no significant relationship between teacher’s effectiveness and coping strategies.