Psychological Constraints of the Post-Pandemic Learning and Development Delivery Modalities: Narratives of School Principals

Abstract

This qualitative research situated in the School Division of Guimaras delves into the narratives and experiences of five (5) school principals, with insights from the Division Human Resource Training and Development Focal Person. Grounded in Hustler's cognitive psychological and professional development theories and Vygotsky's zone of proximal development, the study explores alternative approaches to continuous professional development, aiming to enhance teacher learning effectively. Using a validated researcher-made interview guide, the study gathered data on learning and development initiatives, participant practices, and challenges faced during the pandemic. The findings revealed that school principals navigated the challenges posed by COVID-19 restrictions by crafting and implementing Basic Education-Learning Continuity plans. They addressed learning and development modalities by creating School Plans for Professional Development, enabling them to conduct various activities tailored to teachers' needs. Four delivery modalities were employed: Learning Action Cell, Relationship and Discussion-based Learning, Job-Embedded Learning, and Formal Learning. Each modality had its unique practices and challenges, reflecting the diverse contexts and needs of the school principals. To overcome these challenges, school principals demonstrated resilience leadership skills, characterized by passion, vision, creativity, interaction, and empowerment. Building upon existing theories and the 70-20-10 Learning Model, the study introduced the Learning and Development Model for Better Learning Outcomes (LDM for BLOs). This model emphasizes the roles of self-directed and interactive learners for both teachers and school principals in learning and development activities. The study contributes significantly to the field by introducing the Theory of Educational Intention and the LDM for BLOs, both of which warrant further exploration in future research. These findings shed light on effective strategies for enhancing teacher professional development and learning outcomes in challenging contexts.