2022 IJRSE – Volume 11 Issue 9
Special IJRSE Luminary Issue
Available Online: 15 April 2022
Estuye, Oliver L.
Nueva Ecija High School -Senior High school, School Division of Nueva Ecija, Philippines (firstname.lastname@example.org)
The COVID 19 pandemic led to the closure of many schools that has affected nearly 1.6 billion learners, more than 90% of the world’s total enrolled student population and over 63 million teachers in the world. This descriptive-comparative-correlational research was crafted with the aim to determine the link between the Physical Education teachers’ resiliency and creativity in teaching and their virtual classroom management skills. Using random sampling selection, the respondents included 40 PE educators in the four congressional districts of the Schools Division of Nueva Ecija. Descriptive statistics through computation of means showed very high levels of respondents’ resiliency, creativity and classroom management skills. Using analysis of variance (F-test) at 0.05 level of significance, the study showed no significant differences in their level of resiliency, creativity and classroom management skills when grouped according to their age, sex, number of years in teaching, highest educational attainment, and plantilla position, while use of Pearson-r revealed that there are significant relationships between and among the respondents’ levels of resiliency, creativity and classroom management skills, which means these variables would affect each other. The study then strongly recommends for enhancement of the PE teachers’ resiliency and creativity to alongside improve their skills in the use of digital platforms in managing classroom which are essential in the new normal.
Keywords: creativity, new normal, physical education, resiliency, virtual classroom management skills
Cite this article:
Estuye, O. L. (2022). Resiliency and creativity in teaching physical education: Their relationship with teachers’ virtual classroom management skills in the new normal. International Journal of Research Studies in Education, 11(9), 15-24. https://doi.org/10.5861/ijrse.2022.808