CHAPTER I

Introduction and Background of the Study

Introduction

The country's health crisis raises difficulties in teaching where teachers are part

of the current normal education system. These problems have an effect on their success

in the preparation of modules. There are times where teachers are stressful from time to

time because of a lot of things to do. COVID-19 pandemic has resulted drastic changes

in education. Part of it is the shift from face-to-face classes to different learning

modalities which include distance learning. Since education is believed to continue

despite the circumstances, teachers started to prepare for modular and online distance

learning. Teaching is possible but, has challenges as well. (Jennilou De Villa, 2020).

In the wake of COVID-19, educators are facing difficulties under the current

normal education system. These problems include teaching the learners where it is

difficult for teachers to reach out to all the learners at home, even the teachers are using

different forms of communication. It is therefore quite difficult for them to develop the

skills of the learners because the learners remain at home while learning the lessons.

DepEd constantly implements multiple systems that have culminated in the loss of the

teachers. The higher offices and school authorities should work with teachers at the pre

implementation of distance learning to address their needs in resources and training to

effectively facilitate the delivery of quality education for students. (Isagani

Canonizado, 2020)

1
 Thus, this paper determined the perceived challenges encountered by the

Talavera Senior High School (TSHS) teachers in the wake of the new normal

pedagogy.

Statement of the problem

This study determines the challenges encountered by Talavera Senior High School

(TSHS) teachers in the wake of the new normal pedagogy.

Specifically, this study sought to answer the following questions:

1. How may the respondents socio-demographic profile be described in terms of:

1.1 age;

1.2 sex;

1.3 teaching position; and

1.4 strand;

2. How may the perceived challenges on new normal pedagogy be described in terms

of:

2.1 work from home scheme;

2.2 e-classroom management;

2.3 technology restrictions;

2.4 technical skills; and

2.5 teaching beyond specialization?

3. Is there a significant relationship between the respondents socio-demographic profile

and their perceived challenges towards the new normal pedagogy?

2
Hypothesis of the Study

The following hypothesis was tested for this study:

1. There is no significant relationship between the respondents’ socio-demographic

profile and their perceived challenges on the new normal pedagogy?

Significance of the Study

Key findings of this paper was beneficial to the following:

To the policy makers - This study would be helpful to them to know if the

knowledge still and strategies of teachers in terms of teaching are helpful to the teachers

To the teachers – This study would serve as their teaching strategies aside from the

teachers may also use the result of this study to improve their skills in teaching.

To the parents – The result would serve as a guide on how to educate their children

at home and use it as teaching strategy for effective learning.

To the students - This would help them to enhance their skills in performance and

also improve their critical skills towards expertise of teachers.

To the future researchers – The result would serve as the basis and reference for

their future studies.

To the researchers - The results would serve as the basis and reference for their

future studies.

3
Conceptual Framework

The world, as we know it, has changed over a short period of time, with the rise and

is to assess the Challenges and Teacher Resilience based on self-reflections in the New

Normal classroom instruction using social media in the Philippine context. The study wants

to explore the reflection of teachers using a narrative research approach. The study wants to

know how teachers view the reality in spite of this pandemic, and narrative researchers

gather these stories and compose experiential narratives that will give us a view of the

current situation of our learners, teachers, and the country as a whole. Respondents were

selected using a convenience sampling technique. Data were collected from the teachers'

written reflection guided by three main constructs used as guide questions. The results of the

study can be summarized by the acronym "BRIGHT". Build resilience to overcome the

challenge of new normal; Resourcefulness in time of pandemic; Innovate to produce

interactive and effective instructions; Goal-oriented; Hone skills in various teacher

preparations that will show flexibility and authenticity; and Technology-assisted learning

environment through the use of social media. This article, a revolutionary of its kind, it

provides consequences that can be welcomed as we step through the new normal of having a

streamlined online teaching experience (Jayson De Vera, 2020).

4
Research Paradigm

This study used the IPO model (Input-Process-Output) to discuss major variables that

causes the problem, the methods by which the variables were collected and synthesized, and

the outcome of the variable.

Input Process Output

Respondents’ Profile
 age
 sex Admission of Paper on the
 teaching position survey “Perceived
questionnaire Challenges
 strand
Encountered
Data tabulation by the TSHS
Respondents’ perceived challenges on
and analysis Teachers in
new normal pedagogy
the Wake of
 work from home scheme;
Data the New
 e-classroom management; presentation Normal
 technological restrictions and Pedagogy”
technical skills; and
 teaching beyond specialization?

Figure 1. The research paradigm of the study using IPO model

The input box contain data about the respondents’ profile such as their age, sex,

teaching position, and strand. It also included the respondent’s perceived challenges on the

new normal pedagogy such as the work-from-home scheme, e-classroom management,

technological restrictions and technical skills, and teaching beyond specialization.

The process box included the admission of survey questionnaire, data processing

and data analysis using statistical tool. The output contains of the paper on the perceived

challenges encountered by the TSHS teachers in the wake of the new normal pedagogy.

5
Scope and Delimitation

This quantitative study was conducted to determine the perceived challenges of the

TSHS teachers in the wake of the new normal pedagogy during the school year 2020-2021.

As stated, TSHS teachers from ABM, GAS, HUMSS, STEM, and TVL was part of this

study.

Other topics which are not directly related to the challenges brought about by the new

normal pedagogy are not within the scope of this paper. Experiences of the teachers during

their face-to-face teaching are not also included in this paper.

Definition of Terms

The following terminologies were defined to operationally and conceptually to fully

comprehend the concepts discussed for this paper:

Age refers to the length of time that a person has lived or a thing has existed.

E-classroom Management refers to the wide variety of skills and techniques that

teachers use to keep students organized, orderly, focused, attentive, on task, and

academically productive during a distance online learning.

Perception is a way of regarding, understanding, or interpreting something; a mental

impression.

Sex is either of the two main categories (male and female) into which humans and

most other living things are divided on the basis of their reproductive functions.

Strand refers to the classification of a senior high school teachers under the K-to-12

program of DepEd.

6
 Teaching beyond Specialization refers to the experience of a teacher teaching other

subjects beyond their major and specialization.

Teaching Position refers to the rank or level of position a teacher is holding

Technical Skills refers to the specialized knowledge and expertise needed to

accomplish complex actions, tasks, and processes relating to modular distance learning using

various online learning platform and ICT gadgets.

Technological Restrictions refers to the limitations or boundaries brought about by

the ICT technology such as poor connectivity, lack of gadgets, and the like.

Work-from-Home Scheme describes work being done remotely, instead of at an

office. The acronym “WFH” is used as a nickname for the concept. Many organizations

transitioned their employees from the office to a work from home model during the

Coronavirus global pandemic.

7
 CHAPTER II
Review of Related Literature

This chapter present the different study, literature and several readings related to the

topic that have to be scrutinize for the better understanding to the research we are conducting.

It presents the several opinion, ideas and previous research conducted to fully explain

perceived challenges encountered by the TSHS teachers in the new normal pedagogy.

Related Literature

Teaching is already a difficult and demanding job without suddenly switching to a

new format. A survey of 5,000 K-12 teachers found that teachers had more mental health

issues and higher stress levels than most other professions (American Federation of Teachers,

2017).

There are decades of research detailing the challenges that teacher’s experience,

including lack of support from supervisors, difficult classroom behaviors, and administrative

roadblocks (Burke, 1996 as cited by Shin, Noh, Jang, Park, & Lee, 2013). Many teachers also

experience poor work-life balance, frustration about the circumstances of their work, and

feelings of social isolation (Bullough, 1987; Coats & Thoresen, 1978: Rosenholtz, 1989 as

cited by Shin, et al. 2013). These challenges take their toll on teachers’ mental health, with

one study finding that teachers who have experienced burnout also display many symptoms

of depression (Shin, et al 2013). The stress of teaching can also have immediate impacts on

teachers. One study found that, despite beginning the year with a strong belief in their ability

to persevere and succeed, many first-year teachers ended the year feeling burnt out and
8
highly stressed from the challenges they faced (Lavian, 2012). These feelings are often a

precursor to leaving the teaching profession (Lavian, 2012). Turnover is not just an issue for

first year teachers though, as teachers have been found to have a higher turnover rate than

many other professions, such as engineers, police officers, and nurses (Ingersoll & Perda,

2014)

Remote teaching during the COVID-19 pandemic is currently emerging, there is past

research that details some of the challenges of teaching online. An in-depth analysis of an

interview with an instructional designer and online language teacher outlined some of the

challenges of online instruction (De Paepe, Zhu, & DePryck, 2018). These challenges

included: struggling to get students to engage with coursework, a lack of adequate

professional development and training for teaching online, and difficulty getting students to

collaborate with each other. Another challenge that teachers face is that they are unfamiliar

with many of the online platforms that used for teaching remotely (Mupinga, 2005). While

we would expect some of these challenges to also apply to remote teaching during the

COVID-19 pandemic, teaching remotely during pandemic likely presents even more

challenges. Under normal circumstances, teachers have more time for preparing and planning

lessons, and are not dealing with stress and possible trauma of living through pandemic.

Remote teaching during the COVID-19 pandemic is a unique circumstance that requires

further investigation to understand the challenges that teachers face.

A challenge that teachers face already with in-person learning is their students’ access

to technology and ability to navigate that technology (Shank & Cotton 2013). These barriers

are referred to as the “digital divide,” and there are considered to be two levels of digital

9
divide factors. The first level of digital divide factors refers to technology, while the second

level refers to the ability to effectively navigate technology (Shank & Cotton, 2013). Many

districts provided students with digital devices and Wi-Fi hotspots during remote learning

(Doiron & Marsigliano, 2020). However, not all students understand how to use these

devices, leading to challenges for both students and teachers (Blagg & Luetmer, 2020). In

addition, the digital divide can be also be applied to teachers, with teachers having varying

levels of comfort with using technology and using technology specifically for teaching (Saad

& Sankaran, 2020).

10
 CHAPTER III

Research Methodology

This chapter contains how this study was conducted, it covers the research design,

research locale, respondents of the study, sampling technique, instrument of the study, data

gathering procedure, and the statistical tool.

Research Design

This paper utilized the quantitative research design specifically the correlational

method. Correlational research is a type of non-experimental research in which the researcher

measures two variables (binary or continuous) and assesses the statistical relationship (i.e.,

the correlation) between them with little or no effort to control extraneous variables.

Research Locale

As a brief history, during the school year 2016-2017, the Talavera Senior High

School was given birth. At first, it is just a department under its mother school which is 13

TNHS, but during the year 2017-2018, it started to stand on its own with its first principal

designated by the schools divisions of Nueva Ecija in the person of School Principal Mr.

Donato B. Chico with his assistant principal, Mrs. Virgina Fernandez, followed by School

Principal Mr. Pepito Marzan with the support of his assistant school principal, Dr. Ericson L.

Nepomuceno. At present, TSHS was headed by School Principal Dr. Rodrigo L. Directo with

Dr. Lynniel P. Carbonel as the OIC Assistant School Principal for Academics and Dr.

Ericson L. Nepomuceno as Assistant School Principal for Operations, along with the

11
competent faculty and staff of TSHS. TSHS is among one of the stand-alone Senior High

School in Nueva Ecija that offers various stand both academic and technical vocational Such

as the ABM, GAS, HUMSS, STEM, and TVL (H.E-Cookery, ICT, Agriculture, SMAW,

CSS)

Figure2. Geographical map of Talavera Senior High School

DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based

and complete basic education where;

 Students learn child-friendly, gender-sensitive, safe and motivating environment

 Teachers facilitate learning and constantly nurture every learner.

 Administrators and staff, as stewards of the institution ensure an enabling and

supportive environment for effective learning to happen.

12
  Family, community, and other stakeholders are actively engaged and share

responsibility for developing life-long learner.

DepEd Vision

We dream of Filipinos who passionately love their country and whose value and

competencies enable them to realize their full potential and contribute meaningfully to

building the nation.

As a learner-centered public institution, the Department of Education continuously

improves itself to better serve its stakeholder.

Respondents of the Study

The respondents of this study was composed of the forty eight (48) TSHS teachers

across all strands of ABM, GAS, HUMSS Language, HUMSS SocSci, STEM, and TVL for

the school year 2020-2021.

Sampling Technique

This study used total sampling method, however, due to pandemic, only 20

respondents was able to participate in the face-to-face survey. This was because majority of

them were on a work-from-home scheme and two of them were on maternity leave. Thus,

this paper has 20 respondents only.

13
Instrument of the Study

This study utilized a researcher made tool to obtain responses needed which was

divided into two (2) parts.

Part I consists mostly of the respondents’ profile such as their age, sex, strand, and

teaching position.

Part II highlights the respondents’ perceived challenges on the new normal pedagogy

such as: work from home scheme, e-classroom management, technology restrictions and

technical skill, and teaching beyond specialization.

Data Gathering Procedure

This paper has carried over the approved title during their Grade 11, it was just further

improved to make it timely to the current situation which is the new normal learning or

pedagogy. Upon revisiting the title, the Chapters 1 to 3 of this paper was scrutinized during

the pre-oral defense. After passing the pre-oral defense, the researchers then proceed to the

conduct of this paper.

After seeking the permission of the adviser, the researchers then proceeded to the

conduct of the face-to-face survey. The researchers ensured that all IATF guidelines were

strictly observed and followed during the course of the survey such as constant wearing of

mask and face shield as well as observing proper social distancing.

Next after the admission of the survey form was the tabulation and consolidation of the

data, then writing the analysis as well as interpretation of results.

14
Statistical Treatment of Data

To make the data more comprehensive, the following statistical tool was used:

Frequency and Percentage. This tool was used primarily to present the data

generated from the respondents’ socio-demographic profile.

Weighted Mean. This tool was used to present the average data obtained from the

responses on the perceived challenges encountered by the researchers in the new normal

pedagogy.

Pearson’s r: This was used to determine the significant relationship between the

respondents’ profile and their perceived challenges on the new normal pedagogy.

15
 CHAPTER IV
` Presentation, Analysis, and Interpretation of Data

This chapter presents and discusses the results of the data, gathered through survey-

questionnaires, specifically to present, analyze, and interpret the data respondents of Talavera

Senior High School Teachers.

1. Profile of the Respondents

Data for the respondents’ profile was consolidated and tabulated as shown on Table 1

such as their age, sex, teaching position, and strand.

Age. Three (3) respondents or 15% belongs to the age range of 25 to 30 years old, 8

respondents or 40% belongs to the age range of 31 to 35 years old, 4 respondents or 20%

belongs to the age range of 36 to 40 years old, and 5 respondents or 25% belongs to the age

range of 41 years old and above.

Sex. In terms of the respondents’ sex, 9 of them (45%) were male and 11 of them

(55%) were female.

Teaching Position. Sixteen (16) of the respondents or 80% were holding a teaching

position of Teacher II and III while 4 respondents or 20% were Master Teachers I and II.

Strand. In terms of the respondents’ strand or group distribution, ABM has 4

respondents or 20%, GAS has 5 respondents or 25%, HUMSS has 2 respondents or 10%,

STEM has 4 respondents or 20%, and TVL has 5 respondents or 25%.

16
Table 1. Table of analysis for the respondents’ profile
Profile Frequency Percentage
Age
 25 to 30 years old 3 15
 31 to 35 years old 8 40
 36 to 40 years old 4 20
 41 years old and above 5 25
Total 20 100
Sex
 Male 9 45
 Female 11 55
Total 20 100
Teaching Position
 Teacher II – III 16 80
 Master Teacher I – II 4 20
Total 20 100
Strand
 ABM 4 20
 GAS 5 25
 HUMSS 2 10
 STEM 4 20
 TVL 5 25
Total 20 100

2. Perceived Challenges on New Normal Pedagogy

This section presented the respondents perception about the challenges on the new

normal pedagogy specifically on work from home scheme, e-classroom management,

technology restriction and technical skills, and teaching beyond specialization.

Work from Home Scheme. Table 2 shows the statements about the perceived

challenges on work from home scheme with regards to the new normal pedagogy. Statement

1 has a weighted mean of 2.65 which implies that it is “Influential” to keep an organized

workplace due to the challenges of space sectioning at home to separate school paraphernalia

17
and other house stuff. Statement 2 with a weighted mean of 3.15 implies that it is

“Influential” in managing time efficiently because it is a struggle to do household chores that

needed to be accomplished while performing the tasks expected as professionals. Statement 3

has a weighted mean of 2.65 which implies that it is “Influential” to work advantageously at

the comfort of home. Statement 4 generated a weighted mean of 2.70 which implies that it is

“Influential” to inhibit the culture of collaboration and innovation while working remotely.

Statement 5 has a weighted mean of 2.75 which implies that it is “Influential” that other

distractions hampers professional productivity that may result to unsatisfactory performance.

Summing-up, an overall mean of 2.78 implies that a work from home scheme is “Influential”

on the new normal pedagogy.

Table 2. Table of Analysis for the Respondents’ Level of Influence on Work from Home
Scheme as a Challenge in New Normal Pedagogy
Work From Home Scheme Mean VI
1. Keeping an organized workplace is challenging due to 2.65 Influential
space sectioning at home where you can separate your
school paraphernalia and other house stuff.
2. Managing time efficiently is a struggle because of 3.15 Influential
household chores that needed to be accomplished while
performing the task expected as professionals.
3. Working at the comfort of your home is advantageous 2.65 Influential
4. Working remotely inhibits the culture of collaboration and 2.70 Influential
innovation.
5. Other distractions hampers professional productivity that 2.75 Influential
may result to unsatisfactory performance.
Overall Mean 2.78 Influential
Legend:
1.00 – 1.74 (Strongly Not Influential) 2.50 – 3.24 (Influential)
1.75 – 2.49 (Not Influential) 3.25 – 4.00 (Strongly Influential)

18
 E-classroom Management. Table 3 shows the statements about the perceived

challenges on e-classroom management with regards to the new normal pedagogy.

Statement 1 has a weighted mean of 1.60 which implies that it is “Strongly Not Influential” if

learners’ economic boundaries affects their participation on the digital teaching platforms

due to lack of gadgets that they may use in studying.

Statement 2 generated a weighted mean of 1.80 which implies that it is “Not

Influential” to secure a safe learning environment at home even if it is shared with other

siblings who might be also studying.

Statement 3 has a weighted mean of 1.60 which implies that it is “Strongly Not

Influential” to monitor and maintain clouds in a real time basis.

Statement 4 has a weighted mean of 1.45 which implies that it is “Strongly Not

Influential” if learners may feel isolation at home because they were physically cut-off from

their friends which might affect their social interactions that may lead eventually to

emotional stress.

Statement 5 has a weighted mean of 1.60 which implies that it is “Strongly Not

Influential” to encourage the need for parent/guardian collaboration to ensure that their

children were engaged and performing well on their school tasks.

Summing-up the findings on e-classroom management, an overall weighted mean of

1.61 was generated which implies that it is “Strongly Not Influential” on the new normal

pedagogy.

19
Table 3. Table of Analysis for the Respondents’ Level of Influence on E-classroom
Management as a Challenge in New Normal Pedagogy
E-Classroom Management Mean VI
1. Learners’ economic boundaries affects their participation 1.60 Strongly Not
on the digital teaching platforms due to lack of gadgets Influential
they may use in studying.
2. Securing a safe learning environment at home is also a 1.80 Not Influential
big challenges due to space sharing among other siblings
who might be studying also.
3. Real time monitoring and maintenance from the cloud is 1.60 Strongly Not
challenging due to web connectivity across all sites. Influential
4. Learners may feel isolated at home because they were 1.45 Strongly Not
physically cut-off from their friends which affects their Influential
social interaction that may lead to emotional stress.
5. The need for parent/guardian collaboration is highly 1.60 Strongly Not
encouraged to ensure that their children engaged and Influential
perform well on their school tasks.
Strongly Not
Overall Mean 1.61
Influential
Legend:
1.00 – 1.74 (Strongly Not Influential) 2.50 – 3.24 (Influential)
1.75 – 2.49 (Not Influential) 3.25 – 4.00 (Strongly Influential)

Technology Restrictions and Technical Skills. Table 4 shows the statements about

the perceived challenges on technology restrictions and technical skills with regards to the

new normal pedagogy. Statement 1 has a weighted mean of 1.40 which implies that data

privacy issues was “Strongly Not Influential”. Statement 2 with a weighted mean of 1.65

implies that lack or low speed internet connection was “Strongly Not Influential” Statement 3

with a generated weighted mean of 1.70 implies that lack of knowledge on how to use the

online teaching platforms (eg. G-Classroom) was ”Strongly Not Influential”. Statement 4

with a weighted mean of 2.00 implies that limited knowledge to perform basic computer

operations (eg. MS Office) was “Not Influential”. Statement 5 with a weighted mean of 1.70

20
implies that lack of gadgets/tools to be used in online teaching was “Strongly Not

Influential”. Summing-up the above data, an overall weighted mean of 1.69 implies that

technology restriction and technical skills was “Strongly Not Influential” in new normal

pedagogy.

Table 4. Table of Analysis for the Respondents’ Level of Influence on Technology Restriction
and Technical Skills as a Challenge in New Normal Pedagogy
Technology Restriction and Technical Skills Mean VI
1. Data privacy issues. 1.40 Strongly Not
Influential
2. Lack or low speed internet connection. 1.65 Strongly Not
Influential
3. Lack of knowledge on how to use the online teaching 1.70 Strongly Not
platforms (eg. G-Classroom Influential
4. Limited knowledge to perform basic computer 2.00 Not Influential
operations (eg. MS Office)
5. Lack of gadgets/tools to be used in teaching/learning. 1.70 Strongly Not
Influential
Overall Mean 1.69 Strongly Not
Influential
Legend:
1.00 – 1.74 (Strongly Not Influential) 2.50 – 3.24 (Influential)
1.75 – 2.49 (Not Influential) 3.25 – 4.00 (Strongly Influential)

Teaching beyond Specialization. Table 5 shows the statements about the perceived

challenges on teaching beyond specialization with regards to the new normal pedagogy.

Statement 1 has a weighted mean of 2.25 which implies that it is “Not Influential” for

teachers to teach topics beyond their specialization as it will not lessen their confidence in

teaching. Statement 2 has a weighted mean of 2.15 which implies that teachers handling

subjects beyond their specialization is less interactive and responsive was “Not Influential”.

Statement 3 has a weighted mean of 2.35 which implies that handling subjects outside one’s

21
expertise does not affect teaching performance was “Not Influential”. Statement 4 with a

weighted mean of 2.10 implies that out-of-field teachers show concern that they are unable to

demonstrate content that is relevant to everyday life was “Not Influential”. Statement 5 with

weighted mean of 2.30 implies that out-of-field teachers can be overstretched and stressed

was “Not Influential”. Summing-up the above statements, an overall weighted mean of 2.23

implies that teaching beyond specialization was “Not Influential” in the new normal

pedagogy.

Table 5. Table of Analysis for the Respondents’ Level of Influence on Teaching beyond
Specialization as a Challenge in New Normal Pedagogy
Teaching beyond Specialization Mean VI
1. Teachers lessen their confidence in teaching topics 2.25 Not Influential
beyond their specialization
2. Teachers handling subjects beyond their specialization 2.15 Not Influential
are less interactive and responsive
3. Handling subjects outside one’s expertise doesn’t affect 2.35 Not Influential
teaching performance
4. Out-of-field teachers show concern that they are unable 2.10 Not Influential
to demonstrate content that is relevant to everyday life
5. Out-of-field teachers can be overstretched and stressed. 2.30 Not Influential
Overall Mean 2.23 Not Influential
Legend:
1.00 – 1.74 (Strongly Not Influential) 2.50 – 3.24 (Influential)
1.75 – 2.49 (Not Influential) 3.25 – 4.00 (Strongly Influential)

22
3. Relationship between the Respondents’ Profile and their Perceived Challenges on the

new Normal Pedagogy

Based on the data generated, there is a “significant relationships” between the

respondents’ perceived challenges on work from home scheme and their age (r(20) = .553*,

p=.011), sex (r(20) = .737**, p=.000), strand (r(20) = .786**, p=.000), and teaching position

(r(20) = .738**, p=.000).

There is also a high “significant relationships” between the respondents’ perceived

challenges on e-classroom management and their age (r(20) = .660**, p=.002), sex (r(20)

= .806**, p=.000), strand (r(20) = .681**, p=.001), and teaching position (r(20) = .850**,

p=.000).

Furthermore, there is also a high “significant relationships” between the respondents’

perceived challenges on technology restrictions and technical skills and their age (r(20)

= .703**, p=.001), sex (r(20) = .870**, p=.000), strand (r(20) = .752**, p=.000), and teaching

position (r(20) = .826**, p=.000).

Lastly, there is also a high “significant relationships” between the respondents’

perceived challenges on teaching beyond specialization and their age (r(20) = .637**,

p=.003), sex (r(20) = .841**, p=.000), strand (r(20) = .860**, p=.000), and teaching position

(r(20) = .889**, p=.000).

Therefore, the null hypothesis which states that there is no significant relationship

between the respondents’ profile and their perceived challenges on the new normal pedagogy

was rejected.

23
Table 6. Table of Analysis for the Relationship between the Respondents’ Profile and their
Perceived Challenges on the New Normal Pedagogy
Profile Variable Age Sex Stran Teaching Position
d
Work From Home r – value .553* .737** .786** .738**
Scheme p – value .011 .000 .000 .000
Interpretation S HS HS HS
E-classroom r – value .660** .806** .681** .850**
Management p – value .002 .000 .001 .000
Interpretation HS HS HS HS
Technology Restrictions r – value .703** .870** .752** .826**
and Technical Skills p – value .001 .000 .000 .000
Interpretation HS HS HS HS
Teaching beyond r – value .637** .841** .860** .889**
Specialization p – value .003 .000 .000 .000
Interpretation HS HS HS HS
Correlation is significant at the 0.01 level (2-tailed)
**
*
Correlation is significant at the 0.05 level (2-tailed)

24
 CHAPTER V

Summary of Findings, Conclusion, and Recommendations

This chapter presents the summary, conclusions, and recommendations based on the

findings on the study.

Summary of Findings

Base on the data gathered and consolidated the following results summarizes the key

findings of this study:

1. Respondents’ Profile

In terms of age, 3 respondents (15%) belongs to the age range of 25 to 30 years old, 8

respondents (40%) belongs to the age range of 31 to 35 years old, 4 respondents (20%)

belongs to the age range of 36 to 40 years old, and 5 respondents (25%) belongs to the age

range of 41 years old and above. Respondents’ sex was composed of 9 males (45%) and 11

(55%) females. Sixteen (16) of the respondents or 80% were Teacher II and III while 4

respondents or 20% were Master Teachers I and II. In terms of the respondents’ strand or

group distribution, 20% were from ABM, 25% were from GAS, 10% were from HUMSS,

20% were from STEM, and 25% were from TVL.

2. Perceived Challenges on New Normal Pedagogy

With regards to the respondents’ perception about the challenges on work from home

scheme, an overall mean of 2.78 implies it is “Influential” on the new normal pedagogy. E-

25
classroom management has a weighted mean of 1.61 which implies that it is “Strongly Not

Influential” on the new normal pedagogy. Technology restriction and technical skills has a

weighted mean of 1.69 which implies that it is not “Strongly Not Influential” in the new

normal pedagogy. Lastly, teaching beyond specialization has a weighted mean of 2.23 which

implies that it is “Not Influential” in the new normal pedagogy.

Conclusion

Based on the data presented in Chapter IV, the following statements conclude this

study:

1. Majority of the respondents were 31 to 45 age range, female, holding a teaching position

of Teacher II and III and from GAS and TVL strands.

2. The perceived challenges on work from home scheme, e-classroom management,

technology restrictions and technical skills, and teaching beyond specialization was not

influential on the new normal pedagogy.

3. There is a significant relationship between the respondents profile and their perceived

challenges on the new normal pedagogy.

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Recommendation

Based on the result of the study, the following recommendations were offered:

 Teachers need to develop further their teaching skills with regards to the new normal

pedagogies in order to be more effective in delivering their tasks even it is beyond

their specialization.

 Faculty members should also consider the strength and specialization of their teachers

in giving them teaching loads to be more effective in teaching their students,

 Students should treat their teachers well and learn to appreciate the importance and

efforts of their teachers.

27
 REFERENCES

De paepe, Zhu & DePryck. (2018). Teacher Perceptions of Effective Communication Tools,
Required Skills and Challenges of Online Teaching. Retrieved from:
https://www.learntechlib.org/primary/p/181352/

Doiron & Masigliano. (2020). Technology Proficiency in Teaching and Facilitating

https://www.researchgate.net/publication/343818132_Technology_Proficiency_in_Te
aching_and_Facilitating

Ingersoll & Perda. (2014). https://scholar.google.com.ph/scholar?

q=Ingersoll+and+perda+2014&hl=en&as_sdt
=0&as_vis=1&oi=scholart#d=gs_qabs&u=%23p%3Drd0BcBMbCLE

Isagani Caninozado (2020). Challenges that Teachers are facing under the New Normal
System in Education. Retrieved from: https://discover.hubpages.com/education

Jannilou De Villa. (2020). Retrieved from: https://papers.ssrn.com/sol3/papers.cfm?

abstract_id=3717608

Jayson De Vera. (2020). Challenges and Teacher Resilience based on self-reflections in the

Lavian. (2012). New Normal classroom instruction using social media in the Philippine
context. Retrieved from:
https://www.researchgate.net/publication/344467152_CHAPTER-
11_Challenges_and_Teacher_Resilience_The_New_Normal_Classroom_Instruction_
Using_Social_Media_in_Philippine_Contexthttps://eric.ed.gov/?id=EJ971613

Mupinga (2005). Distance Education in High Schools: Benefits, Challenges, and Suggestions
://doi.org/10.3200/TCHS.78.3.105-109

Saad & Sankaran. (2020). Technology Proficiency in Teaching and Facilitating

https://www.researchgate.net/publication/343818132_Technology_Proficiency_in_Te
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Shank & Cotton. (2013). https://scholar.google.com.ph/scholar?

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Shin, Noh, Jang, Park and Lee. (2013). A Longitudinal Examination of the relationship
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https://www.researchgate.net/publication/263727650

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 Appendix 1. Instrument Used for the Study

Challenges Encountered by the TSHS Teachers in the Wake of the New Normal Pedagogy

Part 1: Socio-demographic Profile

Name (optional) : _________________________________ Age: _______ Sex: ______
Strand: ______________________ Position: _________

Part II: Perceived Challenges in the New Normal Pedagogy

Hereunder are the statements regarding your perceived challenges that may influence the new normal
pedagogy. Please read the statements carefully and decide how influential those factors are by tickling the
appropriate number from 1 to 4 that you prefer. There is no right or wrong answer. Please be guided with the
following numerical and verbal interpretation:

1 – Strongly Not Influential 2 – Not Influential 3 – Influential 4 – Strongly Influential

Work from Home Scheme

1.Keeping an organized workplace is challenging due to space sectioning at home where you can 1234
separate your school paraphernalia and other house stuff.
2.Managing time efficiently is a struggle because of household chores that needed to be 1234
accomplished while performing the task expected as professionals.
3.Working at the comfort of your home is advantageous 1234
4.Working remotely inhibits the culture of collaboration and innovation. 1234
5. Other distractions hampers professional productivity that may result to unsatisfactory 1234
performance.

E-classroom Management
1.. Learners’ economic boundaries affects their participation on the digital teaching platforms due to 1234
lack of gadgets they may use in studying.
2.Securing a safe learning environment at home is also a big challenges due to space sharing among 1234
other siblings who might be studying also.
3.Real time monitoring and maintenance from the cloud is challenging due to web connectivity 1234
across all sites.
4.Learners may feel isolated at home because they were physically cut-off from their friends which 1234
affects their social interaction that may lead to emotional stress.
5. The need for parent/guardian collaboration is highly encouraged to ensure that their children 1234
engaged and perform well on their school tasks.

Technology Restrictions and Technical Skills

1.Data privacy issues. 1234
2.Lack or low speed internet connection. 1234
3. Lack of knowledge on how to use the digital teaching platforms (eg. G-Classroom 1234
4. Limited knowledge to perform basic computer operations (eg. MS Office) 1234
5. Lack of gadgets/tools to be used in teaching/learning. 1234

Teaching beyond Specialization

1. Teachers lessen their confidence in teaching topics beyond their specialization 1234
2.Teachers handling subjects beyond their specialization are less interactive and responsive 1234
3.Handling subjects outside one’s expertise doesn’t affect teaching performance 1234
4.Out-of-field teachers show concern that they are unable to demonstrate content that is relevant to 1234
everyday life

29
5. Out-of-field teachers can be overstretched and stressed. 1234
Appendix 2: Photo Documentation during the Survey

30
Appendix 3. Researchers’ Resume

31