Coping Mechanisms of Mathematics Teachers in a Modular Distance Learning in the Selected Secondary Schools in the Division of Ilocos Sur
Journal Title: International Journal of Multidisciplinary Research and Analysis - Year 2024, Vol 7, Issue 11
Abstract
The purpose of this study was to find out the problems faced and how Mathematics teachers managed to teach their subject in selected secondary schools in Ilocos Sur during the school year 2020-2021. The key areas in that were explored included: difficulty encountered and ways of handling that; the positive well-being; time management; change readiness; peer coaching; and teamwork. The study sought to establish co-relations between various challenges, coping strategies, and teacher performance under modular distance learning paradigm and, therefore, the research design adopted was descriptive-correlational. Questionnaire was of two parts and was administered to 31 Mathematics teachers and the regularity was compared using weighted mean and correlation analysis. Results highlighted that despite these difficulties in modular distance learning teachers overwhelmed and improvised through time management the principles of change management, the use of technology, team work and peer coaching. Several indicators also pointed to teacher effectiveness; this based on their circumstance reports containing IPCRF ratings. Only time management and peer mentoring were found to have relation with the teacher’s performance while the employees considering the challenges did not affect performance. A recommended intervention, therefore, includes training and development of teachers, and facilitating counselling services, interprofessional collaboration, and teacher enabled schools. Professional standards suggest that teachers should carry on changing, technological, and professional learning with peers in order to maintain high levels of performance and effectively answer to the difficulties occurred in the context of distance learning.
Authors and Affiliations
Annaliza Q. Elizarde
Keywords
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- EP ID EP751455
- DOI 10.47191/ijmra/v7-i11-29
- Views 23
- Downloads 0
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