The devotion and commitment of the teachers allowed for the continuation of instruction during the COVID-19 pandemic. Switching from traditional classroom instruction to an online learning environment was challenging. Learning institutions implemented several teachers’ upskilling and skill-building programs to prepare for emergencies. However, teachers were not exempted from the impact of the COVID–19 pandemic. Two hundred eighty-nine (289) teachers from 19 non-sectarian private schools around the Philippines were profiled in the study using quantitative and qualitative research techniques. Roman Catholics and women composed most of the teachers. They employ a range of online technologies and instructional methods. When transitioning to the virtual classroom, teachers faced several difficulties, with intermittent internet connection as the main problem. The teachers agreed that online teaching was advantageous at the onset of the pandemic using varied online tools. They asserted that training initiatives in student motivation and engagement, skill development, and mental health programs are significant to maintaining high-quality teaching and learning.
Abed, T. B. B. (2021). Investigating EFL students’ preferences and beliefs about online vs. face-to-face learning at Birzeit University. Ricerche Di Pedagogia e Didattica. Journal of Theories and Research in Education, 73-94 Pages. https://doi.org/10.6092/ISSN.1970-2221/13196
Al Abiky, W. B. (2021). Lessons learned for teacher education: Challenges of teaching online classes during covid-19, what can pre-service teachers tell us? Revista Argentina de Clínica Psicológica, 30(2), 110.
Alifia, U., Barasa, A., Bima, L., Pramana, R., Revina, S., & Tresnatri, F. (2020). Learning from home: Portrait of teaching and learning inequalities in times of the covid-19 pandemic. SMERU Research Institute, 1(1), 1–8.
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7937
Bhadri, G. N., & Patil, L. R. (2022). Blended learning: An effective approach for online teaching and learning. Journal of Engineering Education Transformations, 35(Special Issue 1).
Capacio, L. J. A., Celesio, G. A., & Naparan, G. B. (2021). Teachers’ experiences in online teaching and learning modality. EduLine: Journal of Education and Learning Innovation, 1(1), 59–75.
Casingal, C. P. (2022). The Difficulties Encountered by Filipino Elementary Pupils in Completing Online Performance Tasks: Cyrus Pontawe Casingal. Journal of Science Innovation for Sustainable Development, 4(1), 1–8.
Chua, K. H., & Bong, W. K. (2022). Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic. International Journal of Inclusive Education, 1–18.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dau, T. T. L. (2022). Remote Teaching amid the Covid-19 Pandemic in Vietnam: Primary School EFL Teachers’ Practices and Perceptions. AsiaCALL Online Journal, 13(1), 1–21. https://asiacall.info/acoj/index.php/journal/article/view/101
Emiroglu, T., Ozkul, A. E., & Sozudogru, O. (2021). Investigation of Views of Students Majoring in History on Distance Education during the Period of Pandemic (COVID-19). Revista Argentina de Clínica Psicológica, 30(1), 114–119.
Ghanbari, N., & Nowroozi, S. (2022). Iranian EFL teachers’ challenges and coping strategies during COVID-19 pandemic: A case study. The Qualitative Report, 27(3), 605–625.
Hermano, J. R., & Denamarca, S. (2022). Perceıved Learnıng Dıffıcultıes of Students in Flexıble Learnıng in a Phılıppıne State College. International Journal of Educational Research Review, 7(4), 244–252.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (n.d.). The Difference Between Emergency Remote Teaching and Online Learning. Retrieved September 29, 2023, from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hoti, I., Dragusha, B., & Ndou, V. (2022). Online Teaching during the COVID-19 Pandemic: A Case Study of Albania. Administrative Sciences, 12(3), 116.
Ibda, H., Syamsi, I., & Rukiyati, R. (2023). Professional elementary teachers in the digital era: A systematic literature review. International Journal of Evaluation and Research in Education (IJERE), 12(1), 459. https://doi.org/10.11591/ijere.v12i1.23565
Kamal, T., & Illiyan, A. (2021). School teachers’ perception and challenges towards online teaching during COVID-19 pandemic in India: an econometric analysis. Asian Association of Open Universities Journal, 16(3), 311–325.
Lavidas, K., Apostolou, Z., & Papadakis, S. (2022). Challenges and opportunities of mathematics in digital times: Preschool teachers’ views. Education Sciences, 12(7), 459.
Le, V. T., Nguyen, N. H., Tran, T. L. N., Nguyen, L. T., Nguyen, T. A., & Nguyen, M. T. (2022). The interaction patterns of pandemic-initiated online teaching: How teachers adapted. System, 105, 102755. https://doi.org/10.1016/j.system.2022.102755
Medina, A. B. (2022). A Comparative Analysis of the Successes and Challenges in Online Teaching at Different Grade Levels during the New Normal Education [Techreport]. https://eric.ed.gov/?id=ED622004
Patil, Y. S., Shinde, R. M., & Mane, S. S. (2022). Active learning approach for online teaching of Engine Design course. Journal of Engineering Education Transformations, 35(Special Issue 1).
Petrila, L., Goudenhooft, G., Gyarmati, B. F., Popescu, F.-A., Simuț, C., & Brihan, A.-C. (2022). Effective Teaching during the COVID-19 Pandemic? Distance Learning and Sustainable Communication in Romania. Sustainability, 14(12), 7269. https://doi.org/10.3390/su14127269
Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages. Sustainability, 12(23), 10128. https://doi.org/10.3390/su122310128
Prospero, J. M., Naparan, G. B., & Visande, J. C. (2022). Describing the significant learnings, challenges, and coping strategies of secondary students in" Edukasyon sa Pagpapakatao (EsP)" in the normal. Journal of Research, Policy & Practice of Teachers & Teacher Education (JRPPTTE), 12(1).
Purnomo, Y. W., Safitri, E., Rohmah, N., Rahmawati, R. D., & Abbas, N. (2021). Parental involvement in online mathematics learning: Examining student report and links with engagement. The New Educational Review, 66, 120–130.
Quinco, D. F., Cabanilla Jr, A. B., & Cadosales, M. N. Q. (2022). Meta-Synthesis On Faculty Development During The Covid-19 Pandemic. Journal of Positive School Psychology, 6(8), 981–991.
Quinco-Cadosales, M. N. (2021). SCHOOLS IN THE NEW REALITY: ASSESSING THE NOW, LEADING BEYOND. Psychology and Education Journal, 58(5), 5718–5730. http://psychologyandeducation.net/pae/index.php/pae/article/view/6481
Saha, S. M., Pranty, S. A., Rana, M. J., Islam, M. J., & Hossain, M. E. (2022). Teaching during a pandemic: do university teachers prefer online teaching? Heliyon, 8(1).
Salifu, I., & Abonyi, U. K. (2023). Managing large classes in virtual teaching: Experiences of university teachers in Ghana during COVID-19. Educational Technology Research and Development, 71(2), 737–752.
Shah, U., Khan, S. H., & Reynolds, M. (2020). Insights into variation in teachers’ pedagogical relationship with ICT: a phenomenographic exploration in the Pakistani higher education context. Technology, Pedagogy and Education, 29(5), 541–555. https://doi.org/10.1080/1475939X.2020.1810751
Shrestha, S., Haque, S., Dawadi, S., & Giri, R. A. (2022). Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies, 27(1), 243–265. https://doi.org/10.1007/s10639-021-10659-0
Sidhu, G. K., Chen, M. K. W., Shamida, A., & Wen, C. S. (2022). Embracing the New Norm in Teaching and Learning via G Suite for Education: A Multidimensional Perspective. Asian Journal of University Education, 18(4), 1062–1075.
Singaram, V. S., Naidoo, K. L., & Singh, S. (2022). Self-Directed Learning During the COVID-19 Pandemic: Perspectives of South African Final-Year Health Professions Students. Advances in Medical Education and Practice, Volume 13, 1–10. https://doi.org/10.2147/AMEP.S339840
Tafazoli, D., & Meihami, H. (2023). Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: Language teachers’ technological needs and suggestions. Journal of Computers in Education, 10(1), 163–187.
Tašner, V., Žveglič, M., & Čeplak, M. M. (2017). Gender in the teaching profession: university students’ views of teaching as a career. Center for Educational Policy Studies Journal, 7(2), 47–69.
Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge? Education and Information Technologies, 26(5), 6401–6419. https://doi.org/10.1007/s10639-021-10633-w
UNESCO. (2020). UNESCO Statistics: Other policy relevant indicators : Percentage of female teachers by teaching level of education. In UNESCO Statistics. http://data.uis.unesco.org/index.aspx?queryid=3801
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2023 Journal of Education, Management and Development Studies