INSTRUCTIONAL COMPETENCIES OF TEACHERS TRANSITION FROM DISTANCE LEARNING TO IN-PERSON CLASSES

Abstract

The study aims to determine the level of instructional competencies of the teachers' transition from distance learning to in-person classes in terms of teachers' workload, training & support, learning resources, and school activities. This study was conducted at the Schools Division of Rizal, and fifty (50) elementary teachers were selected as respondents. The study used a descriptive design.

Using Frequency and percentage in a profile of the respondents it shows that most (f=20, 40.0 percent) of the teachers' age range are from 31-40 years old; while in years of service, a majority (f=26 or 52.0 percent) of the teachers are in the service for 11-20 years.

Using Weighted Mean for the level of instructional competencies of the teachers' transition from distance learning to in-person classes in terms of teachers’ workload, the overall mean is 3.40 or “Very Ready”; for training and support, 3.22 or “Ready”; learning resources, 3.32 or “Very Ready; and lastly, for school activities the overall mean is 3.34 or “Very Ready”.

Using Independent T-test Therefore, the demographic profile such as age, and years in service has no significant difference in all areas of Comparison of the level of Instructional competencies of the teachers transition from distance learning to in-person classes.

It can be concluded that Teachers in this age group belong to the middle-aged workforce and the majority there are in service the learners for more than ten years or more. While Teachers were given enough teaching load, time to prepare learning materials, and school activities to prepare them mentally, emotionally, and physically. participants believed the in-person progressive advancement will be positive effects and advantages.