Reconfiguring Crisis Management Skills of Teachers in the New Normal

Abstract

The outbreak of coronavirus 2019 (COVID-19) represents a significant danger to the general public’s health, particularly in educational institutions. This study aimed to determine the crisis management skills of teachers in the new normal. It aimed to assess the profile of the respondents and their responses to manage their skills in terms of in-placed policies and guidelines, ability to respond in emergencies, integration of crisis management in delivering instructions, and adaptive teaching practices. The study involved 80 respondents teaching in Higher Education Institutions and the Department of Education of Zamboanga City. This study employed a descriptive-quantitative design to determine the crisis management skills of the respondents in dealing with the crisis management response. The research study utilized a four-point Likert scale administered survey questionnaire consisting of two parts that include the profile of the respondents and a statement that measures the crisis management skills of teachers in the new normal. The study revealed that the majority of the respondents were between the ages 20 – 35 years old; mostly female and average ICT literacy level. It also found that the most highly applied crisis management skills of the respondents were in-placed policies and guidelines for students’ and teachers’ safety, the ability to respond to emergencies, and adaptive teaching practices during a crisis. While the integration of crisis management in delivering instructions involving teachers and students garnered only moderately applied interpretation. Respondents’ age, gender, and ICT literacy level were not predictors of crisis management skills of the respondents. Based on the findings, the following recommendations were made: implement a strategic plan that enables the institution to move forward while effectively managing and mitigating risks; encourage teachers to attend/participate in workshops that will strengthen their knowledge and skills; recalibrate the curriculum to enable teachers to revise the activities/course work/tasks/experiences that can be delivered through blending learning; and empower the faculty to reconfigure and reskill. Keywords: COVID-19, Crisis Management, Skills, Crisis, Teachers