Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6994862, ISSN 2822-4353

Research Article

Online In-Service Training for Teachers in a New Pedagogical Setting

Marlon S. Jala*
For affiliations and correspondence, see the last page.

Abstract
This study aimed to determine the teachers’ and administrators’ assessment of implementing Online INSET
in the context of program planning, attainment of objectives, delivery of program content, trainees’ learning,
trainers’ conduct of sessions, provision of support materials, program management team, and venue and
accommodation. Additionally, it presents the challenges encountered in terms of resources, teachers’
readiness and participation, content, and speakers’ competence. It also reflects the significant relationship
between the level of implementation and the degree of evidence on challenges encountered. Results revealed
that on implementation of Online INSET in the context of program planning, attainment of objectives,
delivery of program content, trainees’ learning, trainers’ conduct of sessions, provision of support materials,
program management team, and venue and accommodation, the teachers and administrators assessed as
“Highly Implemented”. On the challenges encountered in terms of resources, teachers’ readiness and
participation, content and speakers’ competence, the teachers and administrators have assessed them as
“Slightly Evident." However, unstable internet connection, electric power interruption, and passive
engagement are assessed by the respondents as “Evident”. Finally, it was found out that there is no
significant relationship between level of implementation and degree of evidence on challenges encountered
on online INSET.Based on the findings and conclusions, it is recommended that: online INSET facilitators or
trainees should plan and innovate activities during sessions as to encourage active participation among
trainees; the program management team must communicate with the electric power supplier as to the
schedules of having online INSET to avoid electric power interruption during sessions; school administrators
must plan and provide venues where strong internet connectivity is evident for the trainees to have a smooth
conduct of INSET and to ensure effective learning; and trainees’ allowance for internet connectivity should
be part of the MOOE budget as to provide stable internet connectivity.

Keywords: INSET, Public School Teachers, Descriptive-correlational, New Pedagogical Setting,

Bilar District, Division of Bohol

Introduction and reforms in education. Further, it is believed that

INSET can contribute positively in terms of personal
Teachers play a vital role in everyone's career success and professionalism of teachers. It also offers the latest
and life in general. Driven by the conviction that the trends of education as to improve classroom
young ones are the country's future, teachers are given instruction that includes content, process, assessment,
the task to mold them. Their tutelage dramatically and context. As cited by Omar (2014), in-service
contributes to the creation of a just and responsible training is the totality of educational and personal
citizenry. Despite being a noble profession, teaching is experiences that contribute toward an individual being
one of the most demanding professions because it more competent and satisfied in an assigned
requires continuous professional development, which professional role.
means they need to keep abreast with the latest
From the last year 2020 until this present time, the
pedagogical techniques, classroom management, and
world is experiencing the COVID-19 pandemic and
strategies in handling learners with diverse needs and
the education sector is not exempted on it. The
personalities. Hence, as front liners in the delivery of
ongoing COVID-19 pandemic has had an adverse
education, the quality of instruction rest on their hands.
effect on every aspect of daily life worldwide. Many
To ensure quality teachers, the Department of communities are following social and physical
Education implements in-Service Training for distancing rules to mitigate the spread of the virus.
T(INSET) annually, even twice a year so that the Older adults like teachers are susceptible to severe
needs for continuous improvement of teachers will be disease and death. But despite of this reality,
addressed and it is usually done face-to-face Education Secretary Leonor Briones emphasized
interactions thru seminars, workshops, and other strongly that learning must continue. According to her,
related sessions. In-service training in schools for learning must happen despite the looming health crisis
teachers is given importance as to equip with new that continues to cripple our country, and the world in
knowledge and skills for them to face new challenges general, today. However, she also emphasized that the
health and the welfare of the teachers, learners,
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Research Article

personnel, and stakeholders be given also a priority. (1-paragraph Share experiences/realities about the
conduct of INSET in the part of implementors)
It is a challenge for the teachers to translate or migrate
their face-to-face learning techniques to the online or Anchored on the foregoing facts and existing realities,
modular teaching environment. But this new system the researcher is motivated to undergo this research
will require a transformation mindset wherein entitled “Online ln-Service Training for Teachers in a
normally works in the classroom would not necessarily New Pedagogical Setting”, with the hope of giving
be so in distance learning. This new scenario presents
recommendations as to improve the conduct of the
quite a challenge to the teacher making the teaching
virtual INSET in the succeeding year. Further, the
shifts engaging to learner’s despite of the new normal
findings of the study may serve as the basis for faculty
education. They must adapt intelligently with a keen
development program that would help raise into a
sense of sensitivity to the new format. The challenge is
to build rich activities that keep students engaged.
higher level of teaching competence of teachers since
it is believed that the teachers have critical role in
The health crisis creates opportunities to reshape attaining the best education among the learners,
school education to a new paradigm that is more particularly in the new normal education.
resilient and robust. One of the paradigm shifts
implemented is the online training like webinars for Research Questions
teachers and in-service training for teachers. As to
uphold the constitutional duty to provide quality This study aimed to determine the implementation of
education to its learners through quality teaching, last Online In-Service Training for Teachers (INSET) in
school year 2020-2021, Department of Education the new pedagogical setting among public high
required all public schools in the Philippines to hold schools across the Sub-Congressional District 3, Bohol
the On-line In-Service Training for Teachers last Division, for the School Year 2020 – 2021.
December 2020 and March 2021. following the Specifically, it sought to answer the following sub-
guidelines of the “NEW NORMAL” set by the problems:
Department of Health, Inter-agency Task Force for the
Management of Emerging Infectious Diseases, and the
1. What is the respondents’ assessment of the
Department of Education itself. Certainly, this
implementation of Online INSET in the context of:
turbulent time did not impede the school in carrying
1.1. Program Planning, Management, and
out its commitment. As to equip the teachers for this
new learning modalities, Preparation;
1.2. Attainment of Objectives;
In–service training (INSET) is a school - based 1.3. Delivery of Program Content;
seminar workshop regarding the needs of all teachers 1.4. Trainees’ Learning
in improving their teaching methods, classroom 1.5. Trainers’ Conduct of Sessions
management, professional growth and development 1.6. Provision of Support Materials ;
and knowledge and skills enhancement towards the 1.7. Program Management Team; and
upliftment of student–centered learning. This year’s 1.8. Venue and Accommodation?
virtual INSET in a new pedagogical setting aims to 2. What are the challenges encountered by the
assess substantive and relevant School Learning respondents during the online INSET implementation
Continuity Plan (SLCP) giving emphasis on the use of in terms of:
multimodal strategies, to prepare the school to be 2.1. Resources;
responsive and sensitive to the needs and interests of
2.2. Teachers’ Readiness and Participation.
the learners under the new normal setting as learning
2.3. Content; and
center and to effectively and efficiently deliver quality
2.4. Speakers’ Competence?
instruction aligned to prescribed curriculum and ensure
the attainment of the most essential learning 3. Is there a significant relationship between the level
competencies provided by the Department of of implementation and the challenges they encountered
Education as to strictly adhere to the policies and during the online INSET?
guidelines set by the national agencies namely; 4. What recommendations may be proposed to
DepEd, LGU, DOH, and OP as to protect the safety improve the conduct of the online In-service Training
and well-being of the learners, teachers and other for teachers?
stakeholders.

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Literature Review This study also is anchored in the legal basis on R.A
No. 10533, otherwise known as “The Basic Education
Act of 2013” . One of the provisions is to ensure that
Quality teachers produce quality learners. Teachers are the enhanced basic education program meets the
geared with the “new normal” set-up due to demand for quality teachers and school leaders. Due to
coronavirus pandemic and it is the time to use their this contention, the Department of Education has set
discomfort to forge a new paradigm. This is now the an In-Service Training for teachers and in fact it is part
time for schools to ensure that teachers do not just of the school calendar year which is strictly followed
translate what they do inside the classroom into their by all public schools.
online or modular teachings. Teacher-driven
discussions and lengthy lectures are no longer norms Department of Education thru the office of the
in this situation. As to equip teachers to be relevant Undersecretary issued an Administration (OUA)
and responsive to the signs of times, in-service Memo 00-0321-0063 to regional directors, minister of
trainings for teachers are provided. basic, higher, and technical education (BARMM),
schools division superintendents, school heads and
This study is anchored on the Career Development and teachers about the conduct of In-service training for
Adam’s Equity theories. Career development theory teachers and corresponding activities for teachers.
emphasizes the paths toward improving professional Pascua noted the schedule for the March 2021 Virtual
growth, career trajectory and overall job satisfaction. It INSET was adjusted following the release of the
supports the claim that understanding career DepEd Order No. 012, s. 2021 or the Amendment to
development of the teacher is an important step in DepEd Order No. 030 s. 2020. Further, he explained
determining their core values, strengths, weaknesses, that this five-day session aims to “further expand the
and desired path and this would the basis in the participants’ skills and knowledge on different digital
planning of the conduct of the in-service trainings for teaching materials, systems and approaches that are
teachers. Further, this theory acknowledges the useful in delivering quality instruction. In-service
importance of cultivating a positive emotional Training for teachers intends to who embrace the
relationship with work and of developing meaningful demands of their profession amidst these difficult
professional ambitions as to develop self-motivated times and DepEd will further push policies and
individuals for the delivery of basic quality education. programs supporting the teachers’ welfare.
Further, career development theory can provide insight
into the teachers’ personality and professional growth. This DepEd memorandum issued by the Central Office
was reinforced thru the release of the Division of
The researcher believes that catering teachers’ needs Bohol Memorandum number 137 series of 2021 stated
both personal and professional can increase that all schools must conduct virtual In-Service
productivity. It supports the Adams' Equity Theory Training for Teachers by using different technology
which is about fair balance between inputs (hard work, platforms and with adherence to the IATF health and
skill level, acceptance, enthusiasm, and so on) and safety protocols. INSET aims to address the learning
outputs (salary, benefits, intangibles such as gaps and to give additional pedagogical time to
recognition, and so on) of the teachers. Fair balance teachers for different learning delivery modalities.
serves to ensure a strong and productive relationship
between motivations and results. School training program is a process by which teachers
are provided inputs with skills and given the necessary
Further, this theory is built-on the belief that knowledge or attitude to enable them to carry out their
employees become de-motivated, both in relation to responsibilities to the required standard in the present
their job and their employer, if they feel as though job and to undertake greater and more demanding roles
their inputs are greater than the outputs. Employees for effective job performance despite of limitations of
can be expected to respond to this is different ways, resources and new set-ups. Schools are facing many
including de-motivation (generally to the extent the changes which are related to economic needs, social
employee perceives the disparity between the inputs needs and technology needs. Training programs play
and the outputs exist), reduced effort, becoming an important part to overcome these limitations and to
disgruntled, or, in more extreme cases, perhaps even cater the needs of the school organization in a new
disruptive. It is important to also consider the Adams' normal education. The need for training in education
Equity Theory factors when striving to improve an particularly for teachers are important to improve be
employee's job satisfaction, motivation level, etc., and effective and responsive in this new learning
what can be done to promote higher levels of each. modalities. Further, the need for in-service training for

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teachers plays an essential role in successful education According to Kazmi, Pervez & Mumtaz (2011), in-
reform . It also serves as a bridge between prospective service training for teachers enables the teachers to be
and experienced educators to meet the new challenges more systematic and logical in their teaching style. In-
of guiding students towards higher standards of service training is a planned process whereby the
learning and self -development. effectiveness of teachers collectively or individually is
enhanced in response to new knowledge, new ideas
INSET has been considered crucial to the maintenance and changing circumstances to improve, directly or
and sustaining the capacity of the teachers to continue indirectly the quality of learners’ education in a new
in providing quality teaching and learning especially in normal. In-service training is a fundamental aspect for
this new normal where face to face interaction with the enhancement of teachers’ professionalism related
students are not allowed. Further, INSET also to the teachers’ vision to improve the quality of their
provides variety of activities and practices that meet work. Through in-service training, teachers can
the needs of the teachers who are the front liners in the identify and evaluate critically the culture of the school
battlefield based from the result of their self- which can bring changes to the working culture.
assessment. This endeavor capacitates the teachers in
With the advent of this global pandemic and most of
improving teaching methods, management,
the time encountering several multiple crises in
professional growth and development and knowledge
response to the call in the delivery of quality
and skills of enhancement that leads to the upliftment
education, teachers’ roles are highly appreciated and
of student-centered learning amidst this health crisis.
demanding. Teachers remained unsung heroes amid
For many years, In-service training has been the this pandemic, confronted with many school forms to
fill out stress and fear coupled with the slow internet
driving force behind much changes that has occurred
connectivity and technology access.
in the area of teaching and learning. As in any other
profession, it is vital that teachers keep up to date on
Studies by Ekpoh et al (2013) shows that, teachers
the most current concepts, thinking and research in who attend in-service training perform effectively in
their field. This, in turn supports in their ‘lifelong their work concerning knowledge of the subject,
learning’ as educators, as professionals and as classroom management, teaching method and
individuals who are responsible for the education of evaluation of students. Studies by Jahangir, Saheen &
the next generation. In-service training is a Kazmi (2012) also shows that in-service training plays
professional and personal educational activity for a major role to improve the teacher’s performance in
teachers to improve their efficiency, ability, school. Besides that, in-service training also provides
knowledge, and motivation in their professional work. teachers with ample opportunities to learn new
In-service training offers one of the most promising concepts, methods and approaches through
roads to the improvement of instruction. It includes professional development. The importance of in-
goal and content, the training process, and the context. service training should be looked in various
perspectives. It promotes a very flexible environment
In-service training is the totality of educational and and allow teachers to adapt with the working situation
personal experiences that contribute toward an and it is also one form of motivation for teachers.
individual being more competent and satisfied in an
assigned professional role. The primary purpose of in- In essence, it was shown that INSET is a valuable tool
service training is to enable teachers to acquire new for professional development. It enables teachers to
understanding and instructional skills. It focuses on acquire new understanding and instructional skills to
creating learning environments which enable teachers develop their effectiveness in whatever learning
to develop their effectiveness in the classroom. In this modalities are employed in the new normal education.
aspect, in-service training for teachers is the driving Thus, this study focuses on the implementation of
force behind much change that has occurred in the area virtual In-service Training for teachers in Bohol since
of teaching and learning particularly in the midst of it was given importance and mandated to adhere to
crisis where in new set ups of teaching delivery are participate such training program.
employed. It is vital that teachers keep up to date on
the most current concepts, thinking and research in
Methodology
their field and also promote professional growth
among teachers in order to promote excellent and
effective teaching and learning environment for This study employed quantitative approach utilizing
students. the descriptive-correlational design. This is a

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descriptive-correlational study because it aimed to the researcher assured the respondents regarding the
determine the level of implementation and challenges confidentiality of their responses to encourage them to
encountered in the conduct of Online INSET among answer the questionnaire honestly and objectively.
selected public schools. The main purpose of this Likewise, the researcher was asking for the
study was to determine the implementation level and respondent’s cooperation in accomplishing the
the challenges encountered in the conduct of Online instruments since they benefit from the results of the
In-Service Trainings for Teachers among public study.
schools district supervisor, school principals and high
school teachers. This is also a correlational study Instrumentation
because it aimed to establish the relationship between
the implementation level and the challenges An adopted questionnaire from the Monitoring and
encountered by part respondents during the Evaluation Assessment Tools, which is commonly
implementation. Adapted questionnaires were the used as a completion program assessment in any
primary tools in data gathering. Comments from the activities in the school, division or district will be used
respondents were used to support the quantitative data. in the gathering of data. Some items which will be
also taken from the competencies conducting seminar-
Sampling workshop.

The respondents of the study were the public District The second tool that determines the problems
Supervisors, Secondary Principals( Complete encountered in the conduct of Online In-service
enumeration), one Master Teacher per school and Trainings for Teachers is adapted. The survey tool was
randomly selected High School Teachers( randomly in a checklist form utilizing a four-point Likert scale.
selected) , representing all grade levels , of the large Before the instrument was used in the actual survey, it
schools across the Sub-Congressional District 3 was checked, verified, and reviewed by the Division
comprising the districts of Bilar, Batuan, Carmen, Technical Working Group (TWG) to ensure the
Sierra Bullones and Pilar (BIBACASIPI) Systematic validity of each item in the questionnaire.
stratified sampling technique using scientific sample
size calculator was employed in getting the desired Before the proper conduct of the study, the paper was
sample size in every large high school. subjected to an ethics review by the Division
Technical Working Group to ensure the security and
Data Collection welfare of the respondents as well as the ethical
considerations during the actual survey. In the field,
After the Regional Office Research Committee the following ethical standards were observed, but not
approved and list the research proposal in the roster of limited to, the principle of confidentiality, anonymity,
studies for BERF Facility funding, the researcher non-maleficence, and beneficence. Participation of the
prepared a letter asking permission for the conduct of respondents were encouraged; thus, no one was forced
the study, which was addressed to the Schools to answer the questionnaire.
Division Superintendents of Bohol Division. Another
letter was prepared for all concerned high school The research activities started after the Division
principals with the endorsement of the Superintendent Superintendent issued a memorandum enjoining all the
for permission to conduct the study in their respective concerned teachers from the five identified large
schools. school of BIBACASIPI to support the researcher.
Informed consent was given and signed by the
After the approval was granted for the conduct of the respondents before they answered the tool. Moreover,
said study, the researcher secured a list of names of the TWG conducted a random citation audit to ensure
teachers at the Principal’s office of each school. that the citations are genuine in the literature review.
The paper was under grammar and plagiarism test and
The researcher then arranged for the schedule. Names reading ease test for integrity and quality assurance.
and schedules of the respondents were made available
to let the researcher distribute the instrument during Ethical Considerations
the designated time to assure the proper disposition of
the respondents. The researcher has made clear to the respondents that
their participation in this study is voluntary and that
The researcher and with the help of his staff personally they are not compelled to participate should they
conducted the data-gathering procedure by distributing believe detrimental to their interest. Furthermore, the
the research instruments to all respondents. Moreover, respondents were informed that the research was

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conducted solely for academic purposes and the data

gathered from them shall be exclusively used for such
purpose. The researcher ensured the confidentiality of
done virtually. INSET is a yearly activity of the
the gathered data relative to the personal information Department of Education as to capacitate teachers to
of the respondents of this study and shall not be become more efficient and effective as to ensure
disclosed to the public at any cause. The interest of the quality education to learners. Worthy to note that the
respondents is protected by Republic Act 10173 also indicator that state that the training program was
known as the Data Privacy Act of 2012, henceforth, delivered as planned got the highest composite mean
any p ertin en t data or in f o r m a tio n of the
of 3.70 with the corresponding qualitative index of
respondents/participants of this study should not be
accessed, transported, or copied without the approval highly implemented,
and consent of the Regional Research Committee.
Table 2. Level of Implementation in terms of
Attainment of Objectives
Results and Discussion

This chapter deals with the discussions of results,

conclusion and recommendation based on the collected
results. This includes the teachers’ and administrators’
respondents’ assessment on the implementation of
Online INSET in the context of program planning,
attainment of objectives, delivery of program content,
trainees’ learning, trainers’ conduct of sessions,
provision of support materials, program management It can be gleaned in the table 2, the level of
team and venue and accommodation. Additionally, it implementation in terms of attainment of objectives. It
presents also the challenges encountered in terms of reflects that the objectives set in the In-service training
resources, teachers’ readiness and participation , for teachers were all highly implemented even though
content and speakers’ competence. Furthermore, it also
it was done virtually as assessed by both teachers and
reflects the significant relationship between level of
implementation and degree of evidence on challenges
administrators. It implies that the program objectives
encountered. were clearly logically presented and attained.
Objectives are the goals set by the program
Program, Planning , Management and Preparation management as the basis of all the discussions and
activities. These results manifest the careful planning
Table 1. Level of Implementation in terms of Program, Planning ,
about the implementation of Virtual In-Service
Management and Preparation
Training for Teachers.

Table 3 on the next page, presents the level of

implementation in terms of Delivery of Program
Content. The indicator that states “program content
was appropriate to trainees’ roles and
responsibilities” got the highest composite mean of
3.63 with the qualitative index of highly implemented
Table 1 illustrates the level of implementation in terms as assessed by both teachers and administrators. The
of program , planning , management and preparation.
result manifests that the contents of the In-service
It clearly shows that both the teachers and
administrators have assessed that the training program Training for Teachers are appropriate which implies
was delivered as planned , managed efficiently and that the contents are relevant and suited to teachers’
well-structures with the qualitative index of highly needs.
implemented. The result prevails that the In-service
Training of Teachers was highly implemented as
planned by the top management even though it was

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Table 3. Level of Implementation in terms of Delivery of

Program Content Table 5 shows the level of implementation in terms of
trainers’ conduct of sessions. Teamwork among the
trainers and staff was manifested as an indicator which
got the highest mean of 3.75 with the qualitative index
of highly implemented. Despite that the In-service
training for teachers is done virtually, the collaborative
efforts have demonstrated among trainers. It means
that the spirit of teamwork among trainers is important
in the implementation and has influenced also in the
success of the INSET.

Further, it is also worthy to note that the indicator that

states “the trainers’ competencies were evident in the
conduct of the sessions” got the second from the
highest mean of 3.63 with the qualitative index of
Generally, all indicators in this component were highly implemented. The result implies that the
assessed as highly implemented. trainers have shown competence in holding the virtual
INSET. Probably, it is the product of having thorough
Table 4. Level of Implementation in terms of Trainees’ planning and preparation before the actual training.
Learning Overall, the general average is 3.58 with the
qualitative index of highly implemented.

Table 6. Level of Implementation in terms of Provision of

Support Materials

Table 4 reflects the level of implementation in terms of

Trainees’ Learning. It illustrates that the indicator that
states” trainees demonstrated a clear understanding of
the content delivered” got the highest composite mean Table 6 shows the level of implementation in terms
of 3.50 which has the qualitative index of highly provision of support materials. The result reveals that
implemented as assessed by both teachers and powerpoint presentation supported the flow of the
administrators. The result reveals that the teachers who sessions , infact that indicator got the highest mean of
have attended the virtual INSET have understood the 3.70 with a qualitative index of highly implemented. It
content being delivered. They have shown their is true that all the speakers are using power point
understanding through outputs and active participation presentations since the training is virtually done. This
despite of limited resources. Further, teachers and material is definitely can facilitate the sessions and can
administrators have assessed all indicators in this effectively aid learning to the teacher-participants. In
category as highly implemented with the general terms of provision of support materials, all teachers
average of 3.43. and administrators have assessed as highly
implemented.
Table 5. Level of Implementation in terms of Trainers’ Conduct
of Sessions Table 7 manifests the level of implementation in terms
of program management team. The indicator that states
“ program management team members were
courteous,” got the highest composite mean of 3.70
with the qualitative index of highly implemented. The
result reflects that all members in the team who are

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responsible in the conduct of In-service training for

teachers are all respectful or courteous.
the following challenges are presented in terms of
Table 7. Level of Implementation in terms of Program different components.
Management Team
Table 9. Challenge Encountered in terms of Resources

They have valued all participants even though it is

virtually done by being courteous to them.
Table 9 reflects the challenges encountered by both
Additionally, the result also shows that the program
management team has shown efficiency and teachers and participants in terms of resources. The
responsive to the needs of the participants. It implies
result clearly shows that electric power interruption
that the members maintain their being courteous and unstable internet connection got the highest
despite of some limitations they have encountered.
composite means of 3.43 and 3. 40 respectively with
the qualitative index of highly evident. It is really
Table 8. Level of Implementation in terms of Venue and
serious challenge to both trainers and trainees on how
Accommodation
to conduct online trainings if the electric interruption
which is the main sources of power is occurred.
Further, it is very pivotal that if there is poor internet
connection, then effective learning will be affected.
These two challenges in terms of resources are
considered as serious challenges since the training is
done online.

In the succeeding table 10, it shows the challenges

encountered by the teachers who are the trainees in
terms of readiness and participation. The result shows
that passive engagement between the speakers and
Table 8 presents the level of implementation in terms participants is evident and considered as a challenge
of venue and accommodation. Since it is online In- with the composite mean of 2.93. The result clearly
service training for teachers, then some teachers have
demonstrates that there is also minimal interactions
chosen their own venue while others were provided by
between participants and speakers since there is no
their respective administrators. Based on the results,
all indicators are highly implemented assessed by the
face to face interaction. It is believed that active
teachers and administrators. It implies that the venues engagement between the participants and the speakers
chosen by the participants were all ventilated, lighted, can definitely ensure effective learning , thus this
and with hygienic conditions. Further, it clearly shows challenge needs to be addressed by the program
also that the accommodation availed by the management team. Further , it is worthy to note that
participants is comfortable, and with sanitized and mental health struggles experienced by both
hygienic condition. It is believed that environment is administrators and teachers is not evident even the
paramount to effective learning. training is virtually done. It reflects that the
participants are mentally conditioned about this new
Since, the in-service training for teachers is done
practice of conducting trainings since it is pandemic.
online because of the pandemic, it is believed then that
there are possible challenges encountered by both
trainers and trainees. Thus , in the succeeding tables ,

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Table 10. Challenge Encountered in terms of that the resource speakers failed to give actual
Teachers’ Readiness and Participation activities with their direct guidance. Since the trainings
are done virtually, then it is then understood that there
will be no direct guidance however it could be
possibly addressed by the speakers creatively. It is
worthy to note that speakers failed to show mastery of
the topic is not a challenge. It implies that the speakers
have shown mastery of their topic discussed and their
craft.

Table 13. Rela tion sh ip Between Level of

Implementation and Degree of Evidence on
Challenges on Online In-Service Training for
Teachers
Table 11. Challenge Encountered in terms of Content

Table 13 illustrates the relationship between the level

of implementation and degree of evidence in relation
to the online in-service trainings for teachers. It shows
Table 11 presents the challenges encountered in terms that the computed r2 of 0.003 which the computed t-
of content. The result shows that the teachers and value of 0.162 which is lesser that the critical value of
administrators have assessed that the communication 1.645 . The result indicates the acceptance of the null
barriers and overloaded activities were given as hypothesis that there is no significant relationship
evident challenges with the composite mean of 3.03 between these to variables. It implies that the
and 2.85 respectively. It implies communication challenges encountered do not affect the level of
barriers can affect effective learning and probably it implementation of the online INSET. Despite of the
could be the result of poor internet connection. The limitations incurred during the conduct of in-service
communication cannot be delivered well because of training for teachers, the activity must continue as
such limitations in terms on internet connectivity since stip ulated all Deped Orders and Division
that is the main source of online transactions. Second, Memorandum.
it is found out also that because it is done virtually ,
countless activities were given without face to face
Conclusion
assistance by the trainers. Therefore, it could add
burdens to the participants.
Based on the findings, the following conclusions were
Table 12. Challenge Encountered in terms of Speakers’ drawn: (1) On implementation of Online INSET in the
Competence context of program planning, attainment of objectives,
delivery of program content, trainees’ learning,
trainers’ conduct of sessions, provision of support
materials, program management team and venue and
accommodation, the teachers and administrators
assessed as “ Highly Implemented”. (2) On the
challenges encountered in terms of resources, teachers’
readiness and participation, content and speakers’
competence, the teachers and administrators have
It can be gleaned in the table 12, the challenges assessed as “ Slightly Evident” . However, unstable
encountered in terms of speakers’ competence. The internet connection, electric power interruption and
result manifests that it is slightly evident as a challenge

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Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.6994862, ISSN 2822-4353
Research Article

passive engagement are assessed by the respondents as References

“Evident”. (3) There is no significant relationship
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evidence on challenges encountered on online INSET. Bass A Willey Imprint,2010

Corpuz, Brenda B. Principle of Teaching. Philippines Lorimar

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salient points are recommended: (1) Online INSET
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activities during sessions as to encourage active McMillan Company , 1940)
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management team must communicate to the electric Okojie, M., & Olinzock, A. A. (2013). Teachers’ Perceived Ability
to Integrate Technology into the Instructional Setting. The Journal
power supplier as to schedules of having online INSET
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to avoid electric power interruption during sessions.
(3) School administrators must plan and provide Van Deursen, A. J., & van Dijk, J. A. (2015). Internet skill levels
venues where strong internet connectivity is evident increase, but gaps widen: A longitudinal cross-sectional analysis
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for the trainees to have smooth conduct of INSET and
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to ensure effective learning. (4) Trainees’ Allowance
for internet connectivity should be part of the MOOE
budget as to find provide stable internet connectivity. Affiliations and Corresponding Information
(5) Further parallel studies with broader scope are
recommended. These studies may be conducted in Dr. Marlon S. Jala
mixed-method to hear the voices of the participants 1: Bilar National High School – Bohol, Philippines
which cannot be explored using quantitative research 2: Campagao High School – Bohol, Philippines
method.

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