FACTORS THAT INFLUENCE THE READINESS OF JUNIOR HIGH SCHOOL

TEACHERS OF JAGUPIT NATIONAL HIGH SCHOOL

IN THE NEW NORMAL TEACHING

A Thesis Proposal Presented to the Faculty of the Graduate School

Saint Joseph Institute and Technology
Butuan City, Philippines

In Partial Fulfillment of the Requirements for the

Degree of Masters in Educational Management

NEWA CEREZ MONATO

May 2022
 TABLE OF CONTENTS

TITLE PAGE i

TABLE OF
vii
CONTENTS

LIST OF TABLES ix

LIST OF
x
FIGURES

LIST OF
xii
ACRONYMS

Chapter

THE PROBLEM
1 AND ITS
SETTING

Introductio
n

Review of Literature and Studies

Theoretical/ Conceptual Framework

Statement of the Problem

Hypothesis

Significance of the Study

Definition of Terms

2 METHODOLOGY

Research Design

Research Locale
 Research Respondents/Participants

Research Instrument

Data Gathering Procedure

Ethical Considerations

Statistical Treatment

REFERENCES

APPENDICES

Letter to

A Respondents and

Informed Consent

Survey
B
Questionnaire

CURRICULUM

VITAE
 LIST OF TABLES

Table Title Page

1 Study hypotheses based on research questions derived from 8

study objectives
2 Variable Matrix of the study on KAP on the “new normal” in 9
education among JHS Teachers
3 Dependent and independent variables in the present study 11
 LIST OF FIGURES

Figure Title Page

1 Conceptual framework on 6
the study on readiness in
new normal of JHS
teachers
 LIST OF ACRONYMS

DepEd - Department of Education

LGU - Local Government Unit

Jagupit National High

JNHS -
School

JHS - Junior High School

SHS - Senior High School

COVID-19 - Coronavirus Disease

 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Because of the COVID-19 pandemic, educational institutions abruptly left

off the traditional face-to-face classes and transitioned to flexible learning,

employing alternative delivery modes of instruction. In all government institutions,

distance learning, televised classrooms, and online classes via Learning

Management Systems, where students access their courses and connect with

their teachers, have become the new normal. Teachers, young and old, who do

not have pedagogical know-how of technology related strategies were abruptly

self-obligated and duty-bound to engage themselves into online teaching. They

started preparing, organizing, and imparting knowledge using online platforms.

Teachers were also driven by the pandemic to change, design, and execute

online education, even if they did not feel prepared or had little enthusiasm in

doing so (Hechinger and Lorin 2020; McMurtrie 2020). However, a great majority

of teachers who were not into online teaching seem to be still coping with and

adjusting to the new delivery mode of instruction over the traditional face-to-face

classes. Yet, as we venture to the “new normal” of teaching post-COVID,

blended learning is still the primary mode of learning and the readiness of

teachers is still a question. A study by Callo and Yazon (2020) recorded a great

number of faculty and students who have limited or who have no laptops or

desktop which may be a financial-related adversity.

 A substantial proportion of Filipino instructors favor the quick shift from

traditional face-to-face instruction to blended learning. Some traditional

instructors, on the other hand, appear to favor their old environment due to

difficulty adapting to rapid changes. This might indicate that they are not yet

technically or emotionally ready to make the switch to this new approach. Thus,

with blended learning, schools would need to plan virtual learning solutions that

include but are not limited to assessing their capabilities based on the reliability

of local power supplies, internet connectivity, and readiness of the teachers.

Review of Literature and Studies

Blended learning has been previously dubbed as the “new normal”

(Norberg et al., 2011) or the “new traditional model” (Ross & Gage, 2006) in

educational technology. Amidst the COVID-19 pandemic, the “new normal” of

teaching and learning has continued to require teachers to be knowledgeable on

blended learning or the integration of technology and digital media with traditional

instructor-led classroom activities. Technology is an integral part of the new

normal in education as it has linked students to their teachers amid the series of

lockdowns and community quarantine. As classes nationwide have gradually

shifted to face-to-face interactions, there is no certainty that the pandemic will

never disrupt the delivery of education in the near future. Thus, the need for

teachers to be ready in adapting to whatever mode of learning is needed.

Education does not rely solely on the methods of teaching, materials used,

available technology, or platform alone, but also on the teachers’ skills; hence, it
is a must that teachers’ readiness to blended learning, especially on its online

technology aspect, is given consideration especially in this time that it has been

adapted nationwide and used without much preparation and being relatively new

in most primary and secondary schools across the Philippines. According to

Cutri et al. (2020), the assessment of faculty online readiness can be

operationalized as a pre-assessment of faculty’s preparedness to develop and

implement online teaching. However, since online classes were implemented as

an alternative way of teaching in response to the measures implemented by the

government against COVID-19 with only months of preparations, seminars and

training, most teachers were simply asked to transform their lessons from their

traditional method to online form. Now that we are on the implementation of

blended learning, an assessment of their skills is important in order to align

existing efforts in education training.

Some studies have been conducted to determine the faculty readiness to

teach online before the shift to blended learning, and most of these studies

showed that no faculty members admitted that they were ready for it. For

example, Gay (2016) found that the availability of online help desk services is an

urgent need of online faculty; Lichoro (2015) revealed that faculty members do

not feel adequately prepared to teach online; and Downing and Dyment (2013)

had shown that faculty members who are new to online teaching feel a lack of

readiness to teach online and need technical and pedagogical support.

Moreover, Reyes-Chua et al. (2020) found that one major problem encountered

by different institutions is the lack of training of the faculty members and students
in using the eLearning classroom. This suggests that thorough training and

seminars are needed to further enhance and equip teachers with the necessary

competencies and skills in the use of online classrooms.

Teachers’ attitudes towards the new normal in teaching and learning has

an effect on their ability to carry out educational instruction. Indeed, the shift from

traditional learning to blended learning of schools during the course of the

pandemic has affected not only the learners but also educators.

Previous studies have shown the importance of teachers’ attitudes in

carrying out online teaching skills as well as strengthening practices on online

teaching. In particular, a study by Northcole et.al. (2015) showed that teachers

had the lowest self-efficacy in selecting technological resources and highest self-

efficacy in online course alignment. The findings of Aydin (2005) also revealed a

high perception among their study participants of their teaching competencies

related to technology use, communication, time management, online education

and content yet a low perception of their own competencies; thus, the study

recognized the need for improvement to perform better at online teaching.

Studies by Al-alak and Alnawas (2011) and Alabdullaziz et al. (2010)

examined the relationship between lecturers’ attitudes toward the e-Learning

system and both studies revealed that there is a positive relationship between

the lecturers’ performance and attitude towards eLearning, they further

concluded that teachers’ attitudes have a positive impact on the success of the

implementation of eLearning in higher education. Furthermore, the study by

Martin et al. (2019) solidified that studies of online teaching competencies are
important as they provide information about the proper training and support for

educators especially in higher education institutions.

Blended learning has become the “new normal” of teaching and learning

in the COVID-19 pandemic and it is expected that its adaptation shall continue

post-pandemic. Though some ambiguities surround its definition, blended

learning can be simply understood as an instructional approach that integrates

traditional classroom methods and online digital methods (Graham, 2013). It

essentially requires the physical presence of both teacher and student, with

some elements of student control over time, setting, track, or pace (Huang et al.,

2009).

According to Caravias (2014) as cited by Resurrecion (2018), the blended

learning allows students to have (1) greater time flexibility, (2) lack of

dependence on teachers’ time constraints, (3) time for reflection, and (4) the

ability to meet different needs and styles on their own.

A study by Callo and Yazon (2020) recorded a great number of faculty and

students who have limited or who have no laptops or desktop which may be a

financial-related adversity. Furthermore, a study by Resurreccion (2018) among

business students in MSU-IIT found that a positive attitude towards online

learning significantly affects blended learning readiness which suggests that

students who have favorable attitudes towards online learning tend to be

receptive to the blended learning mode of instruction.

Theoretical / Conceptual Framework

 The current study’s theoretical framework is illustrated in Figure 1.

Figure 1. Conceptual framework on the study on readiness in

new normal of JHS teachers

Statement of the Problem

The study aims to determine the factors that influence the readiness of the

Junior High School teachers of Jagupit National hHgh School in the new normal

teaching.

Specifically, it seeks to answer the following questions:

1. What are the factors that influence the readiness of the teachers in

the new normal teaching in terms of the following:

1.1 preferred mode of teaching

1.3. socio-economic status

1.3.1 age

1.3.2 gender

1.3.2 teaching experience

 1.3.3 level of education

1.3.4 internet connection

1.3.5 gadget ownership

1.4. attendance to seminars and trainings on online education

2. What is the level of readiness of teachers in the new normal

teaching in terms of the following:

2.1 self-direction

2.2 learning preferences

2.3 study habits

2.4 technology skills

2.5 computer equipment capabilities

3. Is there a significant relationship between the factors that influence

the readiness of the teachers in the new normal teaching and the level of

readiness of teachers in the new normal teaching?

4. Based on the findings of the study, what plan of action can be

proposed to improve the level of readiness of teachers in the new normal

teaching?

Hypothesis

Table 1 shows the hypotheses based on the present study’s research

questions. The table shows the hypotheses for each objective and the

corresponding null hypothesis if applicable.

Table 1. Study hypotheses based on research questions derived from study

objectives

Research Question Hypothesis Null Hypothesis*

What are the factors that There is a varied -

influence the of the distribution of JHS

teachers in the new teachers in each factors

normal teaching in terms influencing their

of socio-economic readiness in the new

status, attendance to normal.

seminars/trainings on

blended learning,

What is the level of There is a good level of -

readiness of teachers in readiness in the new

the new normal teaching normal of teaching and

in terms of self-direction, learning among JHS

learning preferences, teachers.

study habits, technology

skills, and computer

equipment capabilities?

Is there a significant There are strong linear There are weak linear

relationship between the relationships between relationships between

factors that influence the the variables in the the variables in the
 readiness of the study. study.

teachers in the new

normal teaching and the

level of readiness of

teachers in the new

normal teaching?

*for testing of hypothesis in correlation tests or measures of associations

The table below shows the variables involved in the present study and the

statistical analysis that are used to satisfy the study objectives involving such

variables.

Table 2. Variable Matrix of the study on KAP on the “new normal” in education

among JHS Teachers

Objective Variables Statistical Analysis

What are the factors that Age, Gender, Level of Descriptive Statistics:

influence the of the Education, Years of frequency, percentage

teachers in the new Experience

normal teaching in terms

of socio-economic

status, attendance to

seminars/trainings on
blended learning,

What is the level of Readiness on blended Descriptive Statistics:

readiness of teachers in learning as part of the frequency, percentage,

the new normal teaching new normal weighted mean,

in terms of self-direction, standard deviation

learning preferences,

study habits, technology

skills, and computer

equipment capabilities?

Is there a significant Sociodemographic Correlation tests with

relationship between the variables, Readiness on interpretation of strength

factors that influence the New Normal, Attitudes of linear relationship

readiness of the towards New Normal

teachers in the new

normal teaching and the

level of readiness of

teachers in the new

normal teaching?

The variables of the study are summarized in Table 3 with classifications

to dependent and independent variables.

Table 3. Dependent and independent variables in the present study

Dependent Independent

Readiness of JHS teachers to the new JHS Teachers’ Age, Gender,

normal of teaching Teaching experience, Level of

education, Internet connection,

Gadget Ownership, and Attendance to

seminars/trainings on online learning

Significance of the study

The study will take part in situation analysis providing data and relevant

information about the status of new normal readiness in a public secondary

school which will further help in identifying problems, needs, and barriers that will

allow for the planning of specific programs and interventions aiming to improve

the readiness of teachers for the “new normal” of teaching and learning.
 Chapter 2

METHODOLOGY

Research Design

In this research study, the researcher adopted the quantitative method of

research. It is the method of research that allows the researcher to explore

variables and their interrelationships which satisfies the objectives of this study.

Research Respondents

The Junior High School (JHS) Teachers of Jagupit National High School

of the academic year 2021-2022 were the sources of data for this study. All of the

JHS Teachers were invited to participate in the survey and purposive sampling

based on characteristics of a population and the objective of the study was used.

Research Locale

The study was conducted in Jagupit National High School, Jagupit,

Agusan del Norte. The school is composed of a Junior High School and Senior

High School levels with a total student population of _ as of School Year 2021-

2022 with a total of 30 teachers for Junior High School and 12 teachers for

Senior High School. The school is home to 2 computer laboratories one for each

level which have functional computers that both students and teachers can use

as requested.
Research Instruments

A survey questionnaire was formulated for the study which consisted of

two parts: (1) socio-demographic profile which contained questions on age, sex,

years of teaching expereince, and attendance to seminars/trainings on blended

learning; and (2) readiness to online learning questionnaire adapted from from

Texas A&M University-Texarkana (Tamut.edu, n.d.; UCF’s Center for Distributed

Learning, 2018)

Data Gathering Procedure

The study used survey as a method of data collection in the form of

questionnaires as it yielded information that was more systematic for all

participants. The survey questionnaire was converted into Google Forms and a

shortened link was provided to the respondents to answer the questions. The

results of the questionnaire were extracted in a spreadsheet for analysis. The

goal of the research as well as the procedure to answer the questionnaire were

also explained to the respondents.

Ethical Considerations

The respondents were provided with a consent form prior to answering the

survey questionnaire provided. They were assured of utmost confidentiality and

that the gathered data shall only be used for the sole purpose of research.
Statistical Treatment

The quantitative data gathered for this study were analyzed using

descriptive statistics such as frequency count and percentage particularly in the

interpretation of the profile of the respondents and their readiness in the new

normal of teaching; average weighted mean was also used in determining the

interpretation based on the Likert rating scale used. The linear relationship to

explore the measures of correlation between the teachers’ readiness in new

normal and their socio-demographic characteristics was interpreted based on

strength.
 REFERENCES

Alabdullaziz, F., Alanazy, M. M., Alyahya, S., and Gall, J. E. (n.d.).

Instructors’ and learners’ attitudes toward e-learning within a college of

education.34th annual, 3.

Al-alak, B. A., and Alnawas, I. A. (2011). Measuring the acceptance and

adoption of e-learning by academic staff. Knowledge Management & E-

Learning: An International Journal (KM&EL), 3(2), 201-221.

Callo, E. and Yazon, A. (2020). Exploring the Factors Influencing the

Readiness of Faculty and Students on Online Teaching and Learning as an

Alternative Delivery Mode for the New Normal Universal Journal of

Educational Research 8(8): 3509-3518, 2020 DOI:

10.13189/ujer.2020.080826

Cutri, R., Mena, J. and Whiting, E. (2020). Faculty readiness for online crisis

teaching: transitioning to online teaching during the COVID-19 pandemic.

https://www.tandfonline.com/doi/full/10.1080/02619768.2020.1815702

Downing, J., and Dyment, J. E. (2013). Teacher educators’ readiness,

preparation, and perceptions of preparing preservice teachers in a fully

online environment: An exploratory study. The Teacher Educator, 48(2), 96–

109.Computerliteracy

(2018).https://www.computerhope.com/jargon/c/complite.htm#:~:text=Comp

uter%20iteracy%20describes%20a%20general,hardware%2C%20and
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%20refers%20to,than%20being%20able%20to%20program

Gay, G. (2016). An assessment of online instructor e-learning readiness

before, during, and after course delivery.

https://link.springer.com/article/10.1007/s12528-016-9115- z

Hechinger, J., and J. Lorin. (2020). “Coronavirus Forces $600 Billion Higher

Education Industry Online.” Bloomberg Businessweek, March 19.

https://www.bloomberg.com/news/articles/2020-03-19/col leges-are-going-

online-because-of-thecoronavirusInternet Literacy (2015).

ManagementMania.com https://www.ed.gov/oii-news/use-technology-

teaching-andlearning

Lichoro, D. M. (2015). Faculty readiness for transition to teaching online

courses in the Iowa Community College Online Consortium (Unpublished

doctoral dissertation). Iowa State University, Iowa.

Martin, F. Budhrani, K., and Wang, C. (2019). Examining Faculty Perception

of Their Readiness to Teach Online. Online Learning Journal, 23 (2019)

Retrieved from https://files.eric.ed.gov/fulltext/EJ1228799.pdf

McMurtrie, B. (2020). “The Coronavirus Has Pushed Courses Online.

Professors are Trying Hard to Keep Up.” The Chronicle of Higher Education,

March 20. https://www-chronicle-com.erl.lib.byu.edu/article/The-

Coronavirus-HasPushed/248299
Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended

learning model. On the Horizon, 19(3), 207-216.

https://doi.org/10.1108/10748121111163913

Northcote, M., Gosselin, K., & Reynaud, D. (2015). Navigating learning

journeys of online teachers: Threshold concepts and selfefficacy. Issues in

Educational Research, 25(3), 319–344.

Reyes-Chua, Ethel et. al. (2020). The Status of The Implementation Of The

E-Learning Classroom In Selected Higher Education Institutions In Region

Iv-A Amidst The Covid-19 Crisis. Journal of Critical Reviews Vol 7 Issue 11.

http://www.jcreview.com/fulltext/197-1590731776.pdf

Ross, B., & Gage, K. (2006). Global perspectives on blended learning:

Insight from WebCT and our customers in higher education. In C. J. Bonk, &

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local designs, (pp. 155–168). San Francisco: Pfeiffer, Zamir & Thomas
 APPENDICES

Appendix A. Letter to Respondents

Appendix B. Informed Consent

Appendix C. Survey Questionnaire

APPENDIX A. LETTER TO RESPONDENTS

May 21, 2022

Good day!

I am Newa C. Monato, a Graduate Student at the Saint Joseph Institute of Technology (SJIT)
Graduate School. In partial fulfillment of the requirements for my degree, I am currently working
on a study involving the readiness of teachers to the new normal of teaching entitled “Factors
that Influence the Readiness of Junior High School Teachers of Jagupit National High
School in the New Normal Teaching” under the supervision of Dr. Lydia A. Curaza.

The study generally aims to determine the factors that influence the readiness of the Junior High
School teachers of Jagupit National High School in the new normal teaching.

In this regard, I am formally requesting your participation in this study by answering a survey
form. Your participation is completely voluntary and your responses will be treated with the
utmost confidentiality and shall only be used for the purpose of the study.

Attached herewith is the Informed Consent Form containing pertinent information that you may
need to provide an informed consent. Please take your time to read through the document.
Should you opt to take part in the study, kindly affix your signature below.

Feel free to contact me at newa.monato@deped.gov.ph if you have any concerns regarding the
forwarded information.

Thank you and always stay safe!

Regards,

Newa C. Monato
SST-II
Senior High School
Jagupit National High School

Graduate Student
Saint Joseph Institute of Technology
APPENDIX B. INFORMED CONSENT

INFORMED CONSENT

I, ____________________________________, confirm to voluntarily participate to the study

entitled “Factors that Influence the Readiness of Junior High School Teachers of Jagupit
National High School in the New Normal Teaching” conducted by Newa C. Monato which
generally aims to determine the factors that influence the readiness of the Junior High School
teachers of Jagupit National High School in the new normal teaching.

I understand that my participation is voluntary and that my responses upon answering the
survey will be kept confidential and will be used solely for research purposes in compliance with
the Philippine Data Privacy Act of 2012 to protect my right to data privacy. I am aware that I can
contact the researcher at newa.monato@deped.gov.ph or at +63999 874 7211 should I have
any questions or concerns about my participation.

______________________________________
Printed Name and Signature of Respondent

___ / ___ / 2022

Date

NEWA C. MONATO
Study Proponent

___ / ___ / 2022

Date
APPENDIX C. SURVEY QUESTIONNAIRE

SURVEY QUESTIONNAIRE
ON READINESS IN THE NEW NORMAL OF TEACHING
 RESPONDENT PROFILE

Name (Optional) : ____________________________________

Age ⬜ 20-25 years old

⬜ 26-30 years old
⬜ 31-35 years old
⬜ 36-40 years old
⬜ 41-45 years old
⬜ 46-50 years old
⬜ 51-55 years old

Sex (assigned at birth) ⬜ Male

⬜ Female

Highest Educational Attainment ⬜ Bachelor’s Degree

⬜ Master’s Degree
⬜ Doctorate Level

Teaching Experience ⬜ 0-3 years

⬜ 4-6 years
⬜ 7-10 years
⬜ 11-15 years
⬜ 16 years and more

Internet connection at home ⬜ None

⬜ Yes

Gadgets personally owned ⬜ Smartphone/Cellphone only

⬜ Smartphone and Laptop/PC
⬜ Smartphone, Laptop/PC, and Projector

What is your preferred mode of teaching?

⬜ Traditional/face-to-face classes
⬜ Online teaching
⬜ Blended learning

Have you ever attended any seminar or training on online education (and the likes) at
least once?

⬜ No
⬜ Yes
 READINESS OF TEACHERS IN THE NEW NORMAL OF TEACHING

Kindly answer the following statements carefully following the rating scale below:

SD Strongly Disagree
D Disagree
N Neutral
A Agree
SA Strongly Agree

Technical Skills
Rating
Technical Skills
SD D N A SA

I have a computer available to me at home or in the

office.

I travel with a computer.

I access the Internet frequently and can search the

Internet for what I need.

I am competent and using e-mail.

I am competent in using word processing software.

I am able to download files from the Internet and can

attach files to an e-mail.

I am competent in using presentation software such

as PowerPoint.

I am familiar with and can create a blog.

I am familiar with and can create wikis or Web sites.

I am familiar with and can use social networking

technologies, such as Facebook and Twitter.

I am familiar with my university's learning

management system.

I have used technology to support my face-to-face

teaching.
Experience with Online Teaching
Rating
Experience with Online Teaching
SD D N A SA

I have experienced at least one online course as a

student.

I have received training in online instruction.

I have used online quizzes in teaching my classes.

I have used online discussions and teaching my

classes.

I have used virtual classroom tools like Google

Classroom, Google Meet, Zoom, Moodle, Edmodo,
WebEx, and Skype in teaching my classes.

I have used the chat in teaching my classes.

I have used a publisher web site in teaching my

classes.

I have used my school's learning management

system to supplement my classroom
teaching.

Attitudes towards Online Teaching

Rating
Attitudes towards Online Teaching
SD D N A SA

I believe that online learning is as rigorous as

classroom instruction.

I believe that high-quality learning experiences can

occur without interacting with students face-to-face.

I support the use of discussion as a means of

teaching.

I support learner-to-learner interaction and

collaborative activity as a central means of teaching.

I recognize that community building is an important

component of online teaching.

I encourage students to bring life experiences into the

classroom and create activities that draw on those
experiences.

I believe that lecture is the best way to convey content

in mental discipline.

I feel comfortable communicating online and feel that

I'm able to convey who I am in writing.

I am a critical thinker and can develop assignments

that encourage critical thinking in my students.

Time Management and Time Commitment

Rating
Time Management and Time Commitment
SD D N A SA

I am able to log in to an online course at least once a

day.

I am able to post my online class at least four to five

times per week.

I am able to manage my time well.

I am flexible in dealing with students on issues such

as due dates, absences, and makeup assignments.

I am fairly organized and tend to plan ahead in my

teaching.

I am responsive to my students, responding to e-mail

or other online messages within 48 hours and
assignments within one week.
CURRICULUM VITAE