School Preparedness for the Mandatory Implementation of Face-To-Face Classes and Its Impact to Teaching Qualities in the New Normal

Abstract

This research used descriptive correlational research design to find significant relationship between the extent of school preparedness in the mandatory implementation of five days face-to-face classes and its possible impact to teaching qualities. The respondents of this study were 188 teachers of Candelaria West District of Quezon. It was conducted during the third quarter of SY 2022-2023. Description of the profile revealed that the respondents are mostly female, aged between 46-50, mostly taking their post graduate degree, and majority of them have been in the service for five years. The perceived level of preparedness of the school in terms of facilities, school programs, safety protocols, and students and parent’s awareness were always prepared. The perceived level of the teachers’ practices in the new normal in terms of Classroom Management, classroom instruction and collaborative activities was always practice while professional development was in the practiced spot. All the variables are correlated to each other indicating that school preparedness has significant relationship to the teaching qualities of the teachers as perceived by the respondents. Thus, the hypothesis stating that school preparedness has no significant impact to teacher’s teaching qualities in terms of classroom management, classroom instruction, professional development and collaborative activities.