2022 IJRSE – Volume 11 Issue 11
Special IJRSE Luminary Issue
Available Online: 15 April 2022
Author/s:
Zamora, Florcelita*
Silay Institute, Inc., Philippines (phlorzamora@gmail.com)
Caday, Abigail Camille
Silay Institute, Inc., Philippines
Elarcosa, Argie
Silay Institute, Inc., Philippines
Itulid, Renso
Silay Institute, Inc., Philippines
Abstract:
Teachers play a critical role in student learning and achievement. Thus, the discussion on teachers’ competencies to improve the teaching-learning process in school is of great importance, primarily due to the abrupt shift in education brought by the COVID-19 pandemic. This change in the educational setup calls for an assessment of the teaching competencies that teachers find most important yet challenging to fulfill as education shifted to online and printed distance learning. The study explored the competencies necessary to effectively lead and manage instruction using online delivery in the new normal and identified what hindered the maximization of the said competencies. The researchers focused on the experiences and perceptions of the research participants in exploring instructional competencies through the qualitative phenomenological study method. Results revealed that the competencies required for face-to-face instruction are still necessary for online distance learning with only a few additions and changes. Four primary competencies emerged: Instructional Delivery, Classroom Management, Assessment Skills, and Personal Skills. The findings of this study can be significantly utilized for the planning and implementation of continuing professional development of teachers amid the pandemic.
Keywords: instructional competencies, online learning, new normal
DOI: https://doi.org/10.5861/ijrse.2022.833
Cite this article:
Zamora, F., Caday, A. C., Elarcosa, A., & Itulid, R. (2022). Exploring instructional competencies of teachers in the transition to online distance learning in the new normal. International Journal of Research Studies in Education, 11(11), 37-44. https://doi.org/10.5861/ijrse.2022.833
*Corresponding Author