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Heightening the Professional Development of Teachers Amidst Pandemic in the

Philippines : A Case Study

Article · September 2020

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Heightening the Professional Development of
Teachers Amidst Pandemic in the Philippines​: A Case
Study
Christine Vanessa R. Fajardo, MAEDLM Student
September 25, 2020

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 Abstract

As the educational system evolves, schools are finding ways to provide quality education to
students. Many articles are floating on the internet stating the must 21st century skills of
teachers and students (​Stauffer, 2020)​. Most teachers keep attending training to improve their
skills especially in the area of Information and Communications Technology (ICT). Heightening
the Professional Development of Teachers Amidst Pandemic in the Philippines is a research
that gives the readers fresh perspectives based on what the random students and teachers are
saying and feeling about the competencies that each one should possess in the Philippines.
Among the competencies derived from the study, tech savviness is at the least making
knowledgeability, emphatic, creativity, funniness, and disciplinarian on the top 5. These are
based on the students responses on the survey and interviews. Benchmarking on the said
competencies, challenges faced by teachers and aligning this to the VUCA environment,
recommendations are through learning, understanding, and visualizing (L-U-V) followed by
rechecking, revisiting and aligning (3R’s) every aspect of each viewpoint.

Introduction

The educational system in the Philippines keeps transforming from one era to another era and
educators must keep abreast to continually provide quality education to students (Oxford
Business Group, 2017). Furthermore, Educators are currently standing in the 21st century
where technical advances are very popular (Ball, 2018) and students are also behaving the
“21st century style” as well. Though our very year of 2020 is a little challenging as while the
technologies are present, teachers and school administrators are dealing with a phenomenal
pandemic outbreak. This study will therefore help in understanding the challenges of teachers
and students in pursuing their respective roles in the school. The research aims to provide
recommendations to schools to gain confidence and competence in driving the learning.

Need for this Study

Learning is fundamental in the development and growth of a person (Brende, 2015). A

pandemic, a crisis is not a hindrance to continue the learning process of each. Furthermore,
learning should be flexible and thrived by everyone.

Background

The world is full of uncertainties that we cannot predict what is going to happen next (Lilla of NY
Times, 2020). Maybe today we are capable and the next we are not. Case in point are the
struggles currently faced by the educational sector where teachers and students who used to
perform their roles physically in the school but now due to pandemic everything has changed.
But while there are changes, educators are preparing for actions in dealing with this and
ensuring that teachers are properly equipped in such quality education will still be present
amidst pandemic and crisis (DepEd, 2020). The concept of this research is leveraging on the

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continuous development of teachers as the main provider and driver of learnings in one’s
institution.

Objectives

1. To assess the challenges currently faced by teachers and students

2. To identify the competencies of teachers regardless of circumstances
3. To recommend action steps and strategies in heightening the teacher’s development

Research Questions

1. What are the challenges faced by teachers?

2. Given the circumstances that we are dealing with, how do teachers now upkeep the
learnings of students?
3. How to sustain learning opportunities in a VUCA environment?

Literature Review

Official statement from the Department of Education (DepEd) last May 2020 said that
“the country and the world at large are facing new challenges brought about by the unforeseen
public health crisis.” DepEd came up with the Learning Continuity Plan (LCP) to address the
challenges in basic education. Opening of classes was delayed that aimed for teachers and
students to adjust in the new learning set up. While the delay, DepEd through partner
institutions and organizations are crafting the LCP by means of learning materials alignment,
exploration of modalities of delivery and training of teachers and parents for homeschooling.
Online Learning is the only one of the options among all others in this new learning set up. A
grueling transition was expected and DepEd look forward to the teachers, students and parents
cooperation.

It is not just the basic education who experienced challenges alone, higher educations
are affected just the same. When the country immediately opted for online learning, the majority
of teachers both from private and state colleges and universities are not prepared to deal with
online education, this is according to the recent article from ResearchGate made by Cathy Mae
Toquero of Mindanao State University. Nevertheless, recommendations for higher education
were discussed from the same article. One recommendation is to scale up teacher’s training for
online learning instruction which is very much related to this research paper. According to
Toquero (2020), adequate trainings can assist teachers to deliver courses effectively online.
This is supported by the various educational apps that are available that teachers can use to
promote online learning. In that case, this brings an opportunity for higher education institutions
to scale up the training of the teachers for online learning instruction. The training for the
teachers can improve student learning in educational programming for the instructors to
facilitate the goals aligned to the learning goals of higher education institutions (Ludeman et al.,
2009).

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 Given the mentioned needs to scale up training for teachers to effectively conduct
teaching online, this research will further take a little deep dive into assessing what the random
students and teachers were thinking about and hoping to have in performing each role. This will
give an opportunity to qualify the substantial needs of teachers and students.

Research Design and Methods

A Case Study will be performed to probe the call for professional development of teachers with
regards to pandemic. Qualitative methods will be used through surveys, focus group
discussions (FGDs) and interviews. Adhering to the Philippine mandate of social distancing, all
methods will be conducted online. Zoom application will be used for interviews and FGDs and
SurveyMonkey and Google Form for surveys. Participants are a mix of randomly selected
teachers and students. It is intentional to have both parties in order to get balanced
perspectives.

The surveys will be performed first to find out the initial thoughts of teachers and students and
will be followed by interviews and FGDs to dig deeper into their initial responses.

Image 1 Research Methods

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Research Timeline

Research Section Duration

Survey Formulation August 21-22 (2days)

Interview Questions Formulation August 21-22 (2days)

Interview Identifications August 21-22 (2days)

Survey Conduct August 24-September 4 (2wks)

Interview Conduct August 24-September 4 (2wks)

Data Interpretation & Reporting September 7 -12 (1wk)

Results of the Surveys and Interviews

The surveys were done in a 2-week period, one for students and the other for teachers. The
survey asked the students what they think are the best qualities of a great teacher. Same goes
to the teachers but in this case we asked the teachers what they think are the best qualities of a
great student. This is to build on what the students and teachers think. The surveys were
followed by interviews and FGDs using structured and unstructured questioning to dig deeper to
what they feel about their responses in the surveys. The intention of getting both the viewpoints
of teachers and students is to avoid bias and get a balanced recommendation in answering our
research questions.

There are 45 students who participated in the survey and 3 joined the FGDs and 3 for one on
one interviews. As for teachers, there are 25 who participated in the survey and 3 for the
interviews.

Here are what our respondents are thinking and feeling in regards to our research objectives:
1. To assess the challenges currently faced by teachers and students
2. To identify the competencies of teachers regardless of circumstances

1. Challenges of Teachers and Students

According to teachers, they feel saddened by students who are irresponsible and unrespectful.
They find that incomplete school facilities a challenge to them and to the students especially in
public schools that sometimes demotivate the students. In this pandemic, they are also
challenged by many webinars and the h​eavy  use  of  technology  and  digital  tools  that  causes  them 
stress.

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As for students, the challenges that they have experienced and foresee are the incompetent
teachers who lack professionalism, unconditioned and losing passion in teaching.

2. Competencies of Teachers - According to Students

According to the students, the top 10 qualities of a competent teacher are knowledgeable,
emphatic, creative, funny, disciplinarian, effective communicator, approachable, patient, just,
and tech savvy (see Figure 1). This is after the 2 weeks of survey where 45 students responded
and list down the qualities which they think best describes a great teacher. From the survey only
2 students responded that a teacher should be just and 1 responded tech savvy.

Figure 1. Describing a Competent Teacher Survey

The survey was followed by interviews and focus group discussion to further the understanding
behind the students responses, in being:

1. Knowledgeable
According to students, any person who is knowledgeable about a certain matter or
subject makes a great teacher. This way, whenever a student asks a question they are
able to explain further making lessons more understandable. Teachers should really
know what they are conveying and sharing to students. When a teacher does not display
knowledgeability in the class, students feel lazy that makes learning boring and
unexciting.

2. Emphatic

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 To students, teachers should carry empathy, understanding, and careness to students.
Teachers must know the profiles and must learn how to act and approach each student.
There are times when teachers are using examples in the class that sound offensive that
results in detachment of students. The students tend to get absent sometimes because
of this. Teachers should be sensitive, observant, and practice empathy. A little
“kumustahan” of a teacher before the start of the class sets the mood in the class that
engages students. This also shows that teachers care.

3. Creative
When a teacher is creative it cultivates the skills of their student. It allows the students to
enjoy their lessons in a way that even if the subject is difficult the students are still able
to follow. It also allows teachers to understand their subject more because they
themselves become more engaged in the learning and teaching process. With teachers
who exhibit creativity, the classes become more enjoyable. That even a student who
finds it hard to actively participate in class, a creative teacher makes the lessons easier
that produce a better student by allowing other channels for students to participate in
class. This is a good example where classes are not bound by pure student-teacher
exchange. When classes are heavily discussion-based, students tend to zone out easily
and feel more anxious in a way because of their experience on teachers who do not put
much effort in creativity will tend to do recitations that don't really engage their students.

4. Funny
Most students would like the teachers to be funny in a way. To them, when a teacher is
funny, the students enjoy the discussion. Students do not hesitate to ask questions that
make them understand the topic faster. There are times when teachers play to be
intimidating and serious that make it scarier for students to ask questions resulting in no
learning at all. Especially now in times of pandemic, teachers may loosen up and joke
sometimes as long as it is related to the lessons being taught.

5. Disciplinarian
Students tend to follow the teachers that are strict. When a teacher shows authority in
the class it allows students to obey them easily. Students like to be disciplined. They feel
that teachers care. In return, students give respect to teachers and when respect is
gained, teachers seem to be more engaged and excited to teach in class.

6. Effective Communicator
A teacher should observe how the students are responding to them. This will help them
validate if learnings were absorbed by the students. There are times when teachers just
keep reading the powerpoint slides without checking if students understand the lessons.
The practice disengage and lead students to do self-study instead. Teachers should also
speak clearly and loud enough to be heard. Effective communication creates
connections between teacher and student and allows for better understanding of the
lessons.

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 7. Approachable
A smile means a lot to students. It sets the mood in the class. This shows that teachers
welcome students and this gives students a sign to approach teachers and ask for
feedback and instructions. When a clarification is needed the students do not shy away
from approaching the teacher that makes them relax in the class. When a teacher
displays a poker face the students feel not welcome.

8. Patient
Given the unexpected circumstances, according to students it is not only teachers that
are trying to take on the responsibilities that are taxing. Students are also adjusting to
whatever challenges life is giving them. When teachers are patient, to students it means
they are passionate as teachers learn to wait and co-adjust with students. When lessons
are difficult, teachers should know that students' understanding and capability varies.
There are times when teachers tend to shout and smirk in the class, this just ruins the
environment. The students feel unappreciated and they feel brainless.

9. Just
Though there are only 2 students who responded that a competent teacher should be
just, they put emphasis and site examples during the interview. According to students,
justness means teachers are professional. No favoritism played around and no personal
issues involved. There are some teachers who make “barkada” with other students that
sometimes even when those students are not well performing tend to get the same
grades as with high performers. The high performing students feel treated unfairly and
sad.

10. Tech Savvy

Only 1 student responded that a competent teacher should be tech savvy. Given the flip
from face to face classes, online learning gets the demand now. To the student, tech
savviness allows teachers to effectively teach online. When asked the other students
why they do not feel like tech savviness is a quality of a competent teacher, they said
that tech savviness can be learned along the way. It is not a major quality that a teacher
should have, given that it is a buzz nowadays, to students tech savviness can be learned
easily anyhow.

In Response to Sustaining the Learning Opportunities for Teachers in VUCA World

Sustainability has been getting attention lately in as much as the pandemic hit the Philippines.
Many organizations seek ways to deal with every aspect of it and each doing the best that they
can to adapt to change brought by the pandemic. It is no secret that most schools in the
Philippines are striving to still carry out their mission and vision for the country, for the teachers,
the parents and especially for the students. News are floating on different social medias citing
the challenges of the educational sector. Delayed school enrollment, closing of school, teachers

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losing jobs, teachers adapting to online learning, students cannot access the internet, to name a
few are the trends. In my view, the effect of the pandemic becomes the proof that we are living
in a VUCA world.

VUCA was first used in 1987 after the leadership theories of Warren Bennis and Burt
Nanus which stands for volatility, uncertainty, complexity, and ambiguity (Bennett and Lemoine,
2014). People in the 21st century who experienced the Coronavirus Pandemic are in a way the
living proof on what it means to live in a VUCA world. To people who are naturally adaptive
VUCA seems like nothing to them and just becomes part of it. Let me call them lucky people.
But most people who get used to norms and traditions cannot get away to things that they are
used to are slowly trying to live in the VUCA world. Same goes with teachers, there are
champions of change and there are also some who are having hard times in dealing with
volatile, uncertain, complex and ambiguous circumstances. When watching the news, most
schools now take actions by activating training opportunities for teachers through webinars.
Even the teachers who participated in the interviews were attesting on how many webinars they
have attended. The webinars are mostly ICT related, focusing on learning how a Learning
Management System (LMS) works or which applications can support the teaching and learning
process. This shows that schools were somehow sustaining the learning opportunities for
teachers. In fact, too many webinars are directed to teachers that some teachers felt stressed
and pressured. Some also feel like the webinars are all about ICT that the school management
neglects other elements of teaching. There are also some teachers who felt satisfied. The way
teachers responded to the interviews left an impression that each school has their own strategy
and ways of dealing with VUCA resulting in neither change in teachers' paradigm in pursuing
their learning passion.

Recommendations and Lessons Learned

Aligning the responses of teachers and students from the surveys and interviews with the VUCA
concept can possibly help schools in heightening the professional development of teachers in
the Philippines. Yes, it is important to understand the needs of teachers but understanding the
students perspective just the same is equally important too. Schools in strategizing the teachers
development must involve students, as students are the ones that really see and experience
how teachers act in the class. As there are moments when teachers are blind to see and
insensible that they tend to forget that students have perspectives too and that it is better to
consult them as well. Once the students' perspectives are known and gathered, schools may
now weave these to the challenges and current state of their teachers. Furthermore, check the
current learning/training interventions for teachers and see to it that it is rightful and balanced.
Involve other teaching elements and do not just focus in one area. Last but not the least, take
into full consideration the VUCA world. This will create a more holistic and sustainable
professional development effort for teachers.

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 Figure 2. Recommended guide for a holistic and sustainable professional development for teachers

Best to invest when different angles of the situation are fully considered. Heightening the
professional development of teachers should be in place at all times as this will greatly impact
the student’s learning process and utmostly creates confidence and level up one’s competence
in their profession.

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