Available Online: 9 August 2021
Laguna College of Business and Arts, Philippines (email@example.com)
This study was conducted to explore the day-to-day journey of public secondary teachers in the new normal and how they can cope with all the challenges they encounter in order to ensure that their values and perspectives are intact. The participants of the study were composed of fifteen (15) teachers from across nine (9) departments of Lecheria Integrated School who experienced some changes in their values and perspectives in this new normal set up of education in the Cluster 5 Division of Calamba. This study utilized the qualitative research, specifically the Phenomenological Approach. In the conduct of this qualitative research, the researcher used the purposeful random sampling. Using the guide questions, the researcher conducted her interviews online via Google Meet. The themes that emerged from the participants of the study were unanimous with regards to the shifting of values and perspectives in the new normal in education. The participants’ positive well-being contributed to addressing the challenges of the new normal education. Encouraging outlook, self-confidence gained from encouragement and motivation, healthy lifestyle, and stress reduction allowed them to continue performing their duties and responsibilities despite the challenges of these trying times. Similarly, the summarized findings from the responses in the interviews were discussed in relation to theories and other research findings from the gathered literature. The significance of acknowledging these findings was that teachers were willing to adjust and adapt to the new pedagogical landscape. Teachers exerted everything to the fullest so as to cope with the new normal setup of the education process.
Keywords: education, shifting, values, perspectives, new normal
Cite this article:
Rabina, L. (2021). Shifting of values and perspectives in the new normal. International Journal of Research Studies in Education, 10(13), 1-42. https://doi.org/10.5861/ijrse.2021.a043