Instructional Competencies of Laboratory School Teachers in Remote Blended Learning

Abstract

The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.