Emerging Educational Professionalism and Teachers’ Competence in the Times of Pandemic
Joy Anne B. Esguerra1, Eden C. Callo, Ed.D.2
Lusacan National High School, Department of Education1
Laguna State Polytechnic University, San Pablo City Campus2
The shift to alternative delivery modalities due to the challenging time in education is sought as the primary solution to continue learning beyond the walls of the classrooms, with the teachers not physically seeing their students. This served as the purpose of the study, which was to determine the emerging educational professionalism and teachers’ competence in times of pandemic. The respondents were 357 secondary school teachers from Tiaong Districts, Division of Quezon. Employing the descriptive correlation type of research, online and offline survey questionnaires served as the primary data sources. The results were analyzed using ANOVA, Pearson Product Moment of Correlation and Stepwise Multiple Linear Regression. The salient findings of the study revealed that when grouped according to schools, emerging educational professionalism as to teachers’ commitment to students’ learning and teachers’ competence as to interpersonal, subject matter, and didactic and reflection and development showed significant differences. Each emerging educational professionalism predicts teachers’ competence in the management of distance learning in terms of professional development and staffing and teachers’ commitment to teaching, school, community, and profession.
Keywords: emerging educational professionalism, management of distance learning, teachers’ commitment, teachers’ competence, descriptive correlation research