Teacher's Level of Capability Priority For Development

Teacher’s Level of Capability Priority for
Development, Work Ethics and

Performance in the Province of
Capiz in the New Normal
Claire O. Cartujano
Introduction
In early January 2020, scientists identified a new infectious disease caused by a novel coronavirus.
Since then, the COVID-19 pandemic has caused widespread disruptions to schools and universities.
According to UNESCO, as of April 10, 2020, more than 188 countries had implemented nationwide school and
university closures, impacting over 91% of the world’s student population (UNESCO n.d.). The COVID-19
pandemic is testing the resilience of education systems, economies and job markets, highlighting the gaps of
the digital divide, inequality and workforce fragility.
As education systems increasingly respond to new societal, economic and digital needs,
implementation of policies takes on new importance. A key element of successful implementation of
policy reform is ensuring that local stakeholders have sufficient capacity to meet this challenge. In
particular, they need adequate knowledge of educational policy goals and consequences, the ownership
and willingness to make the change, and the tools to implement the reform as planned. Without these,
the best policy reforms risks being derailed at the level where it counts most: the classroom. It is at this
level that education policies must be implemented, and it is here that they succeed or fail (Burns and
Köster, 2016).
It is clear that in the effort to modernise today’s classrooms, teachers will be on the front lines. Schools
and communities depend on educators to help integrate students of different languages and
backgrounds, to be sensitive to cultural, linguistic and gender-related issues, to encourage tolerance and
cohesion, and to respond effectively to the needs of all students. Teachers are also expected to prepare
students for the digital world – to help them learn how to use new technologies and to keep up with new
and rapidly developing fields of knowledge. They are counted on to encourage students to be self-
directed learners, and they play an active role in constructing their own learning environments and being
open to the community.
The Department of Education (DepEd) released DepEd Memorandum No. 050, s. 2020 entitled DepEd
Professional Development Priorities for Teachers and School Leaders for School Year 2020-2023 which
aims to support the realization of the Department’s goal of continuous upskilling and reskilling of
teachers and school leaders that will result in better learning outcomes.
On the other hand, a strong work ethic enables educators to give trust and respect, believing in own
vision, and accept judgment as sound. Perhaps most importantly for teachers, the individual work ethic
buys the freedom to deviate from traditional pedagogical paths and try something new. To that end,
teacher must intentionally exercise professional audacity and must date to recognize ideas that may
benefit the classrooms then have enough intrepid boldness to try them out.
As teachers gear with the new normal set-up of education, they are moving forward from traditional
to adaptive learning. Although there are a lot of things similar between the traditional and blended learning
set-up when it comes to curriculum and delivery, there are a lot of new things as well. Because of this, there
are new roles that teachers need to embrace to grow professionally and to effectively teach despite of
changes. A competent teacher should be knowledgeable of the learning objectives of his/her subject
expertise and designs learning activities aligned to it. All activities, all online sources, and all assessment
tools should serve as stepping stones in achieving the learning goals.
Teachers and teacher educators are transitioning through a particularly uncertain time in terms of
their professional lives and work. The rapid move to online modes of delivery in order to keep students
engaged in learning – from early childhood through to the tertiary sector – has led to significantly
intensified workloads for staff as they work to not only move teaching content and materials into the online
space, but also become sufficiently adept in navigating the requisite software.
In line with this, the researcher would like to conduct a study to know the teacher’s level of
capability priority for development, work ethics and performance in the Province of Capiz in the new normal
to help the teachers improve the areas of capability they are in need for development, enhance their work
ethics as well as the performance through trainings.

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Development, Work Ethics and

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