Available Online: 20 July 2021
Balce, Sarah E.*
Emilio Aguinaldo College, Philippines (firstname.lastname@example.org)
The global Coronavirus pandemic has since affected educational systems. Teachers as the facilitators of learning had to immediately learn how to navigate through online systems. Various adjustments were done in the institutional up to the individual instructor level. As with the common notion, such technological shift is a burden to the old-aged educators in here defined as those who are 50 years old and up. The present study sought to validate this claim by seeing through the lens of these instructors. Specifically, the study looked into the experiences of the teachers, their perceived performance, and actions and recommendations. Using the Social Constructivism theory and qualitative data gathering and analytical tools, five educators from Faith Christian School (FCS) were interviewed. Findings suggested that though the study participants were forced to adapt, they still found that an online setup is more convenient and enjoyable. Moreover, it was analyzed from the teachers’ narratives that motivation and mindset are two aspects that still affect a teachers’ dedication to learn and continue. As to their perceived performance, emerging themes included doubting about the teachers’ technological capacity especially when resources are lacking. Towards the end of the study, a list of recommendations was provided.
Keywords: internal stakeholders, external stakeholders, education quality, private health institutes, health profession
Cite this article:
Balce, S. E. (2021). Too old to teach? Experiences of online teaching among FCS instructors aged 50 years old and up. International Journal of Research Studies in Education, 10(10), 11-21. https://doi.org/10.5861/ijrse.2021.687