CHALLENGES OF THE SECONDARY SCHOOL

TEACHERS AND COPING MECHANISMS IN

MODULAR DISTANCE LEARNING:
AN ACTION PLAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 252-263
Document ID: 2023PEMJ850
DOI: 10.5281/zenodo.8103290
Manuscript Accepted: 2023-30-6
Psych Educ, 2023, 10: 252-263, Document ID:2023 PEMJ850, doi10.5281/zenodo.8103290:, ISSN 2822-4353
Research Article

Challenges of the Secondary School Teachers and Coping Mechanisms in Modular

Distance Learning: An Action Plan
Benjie M. Morastil*, Nestor A. Balicoco
For affiliations and correspondence, see the last page.
Abstract
The main objective of the study was to determine the challenges of the secondary school teachers and coping
mechanisms in Modular Distance Learning in Loon Districts. The study also sought answers on the difference
between the profile such as sex, age, educational attainment, type of school connected and years of teaching of
the respondents and the challenges of the secondary school teachers and coping mechanisms. The descriptive-
correlational survey method was utilized using the adopted questionnaire for data gathering, and measurement.
The locale of the study was all public and private secondary school teachers in Loon North and South
District, Loon, Bohol. The participants included two hundred (200) teachers. The statistical tools used in the
study were percentage, weighted mean, chi square of independence and Pearson’s product moment correlation.
The findings showed that there was no significant difference between challenges and coping mechanisms in
relation to sex, age, educational attainment, type of school connected and years of teaching profile of the
teachers. It was found out that there was no significant difference between the challenges and coping mechanisms
of the respondents in terms of their profile. Meanwhile, there was a significant correlation between the
challenges and coping mechanisms in modular distance learning in terms of positive well-being, time
management, openness to change, and peer mentoring while no significant correlation between the challenges of
the secondary school teachers and coping mechanisms in terms of collaboration. Meanwhile, there was a
significant correlation between the overall challenges and overall coping mechanisms of teachers in modular
distance learning. It was concluded that better or strong application of coping mechanisms, the lesser challenges
of the teachers experienced in Modular Distance Learning. It was recommended that formulating action plan for
coping mechanisms in meeting the challenges of Modular Distance Learning can be a great help for the teachers
to continue to provide quality education to the students amidst the global pandemic.

Keywords: challenges, coping mechanisms, modular distance learning, action plan, public school
teacher

Introduction encountered by teachers and clamors were heard from

With the advent of COVID 19 pandemic, the
education sector is one of the most affected and
challenged fields in society. Schools have been shut
down, in order to contain the spread of the disease and
reduce infections (UNESCO, 2020). It has been a
remarkable period when the Philippines has on the
peak of struggle as the Covid-19 virus continues to
find its way to disrupt the economy, health, culture,
and education in the country. The increasing number
of infected people and the threat of the new strains of
the coronavirus have forced the government to still ban
the face-to-face classes. Thus, the Department of
Education has constructed and implemented its Basic
Educational Learning Continuity Plan (BE-LCP 2020)
in response to the call to continue the delivery of
quality basic education amidst the global pandemic.
With this, implementers in the field were encouraged
to be creative in blending the different modalities to
sustain the needs of education.
Both public and private schools of Bohol particularly
in the municipality of Loon adopted modular distance
learning. However, several challenges were
the fields especially on the preparation, distribution,
retrieval, checking, and monitoring and evaluation
aspects of utilizing modular learning instruction.
Likewise, many of the parents of the learners are
unable to read and write, or if they could, some are
unable to understand the lessons because some of the
educated parents only finished high schools. Aside
from that, teachers were unable to check the modules
on time and consequently unable to provide timely
feedback on learner’s progress and achievement due to
the need to reproduce SLMs for distribution. These
challenges, if not addressed, would create an impact to
the teacher’s teaching-learning process. With this, it is
the researcher’s best interest to explore the carried out
coping mechanisms on overcoming those challenges
they had encountered and which would lead the
researcher to determine if it is linked with the
challenges experienced by the teachers. It is
hypothesized that the challenges faced by the teachers
were mitigated with the coping mechanisms employed
by the teacher in facilitating quality education to the
learners under the distance learning education.
The study is anchored on Section 2, Article XIV of the
1987 Philippine Constitution which states that the state

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Research Article
shall establish, maintain, and support a complete,
adequate, and integrated system relevant to the needs
of the people and society. This means that education
must continue despite the shutting down of schools at
all levels in the country due to COVID 19 pandemic.
Department of Education Order No. 21 series of 2019,
or the Policy Guidelines on the K to 12 Basic
Education Program sets forth Flexible Learning
Options (FLOs) which includes alternative learning
delivery modes and its corresponding learning
resources that are responsive to the need, context,
circumstances, and diversity of learners. This implies
that to provide and sustain quality education amidst the
lockdown, the distance learning education has to be
adopted. This means also that the multiple learning
delivery modalities mandated in the education plan
necessitate the creation, reproduction, distribution, and
use of learning modules and other learning resources
consisting of intellectual properties. (Department of
Education Sulong Edukalidad, 2020).
Castroverde and Alcala (2021) stated that teacher’s
challenges in preparing the modules are related to the
time, materials, and supplies needed to prepare and
print the modules. The lack of enough time in
preparing and printing the modules of the students
causes the late production of modules. Makabenta
(2021) reported a significant relationship between the
perceived challenges and expressed coping mechanism
of teachers in terms of openness to change, peer
mentoring and collaboration, while no significant
relationship was found on positive well-being and time
management. Though barriers surfaced during the
implementation of distance learning, teachers find its
ways to overcome it to cope with the challenges of the
new normal
Grit Theory by Duckworth (2007) defines
perseverance and passion as long-term goals. She
found out that individuals high in grit were able to
maintain their determination and motivation over long
periods despite experiences with failure and adversity.
Thus, no matter what challenges the teachers
encounter with modular distance learning, as long as
they persevere and are passionate in their job, there is
no doubt that they can meet their utmost goal which is
to deliver quality education to the learners. In the same
vein, the Adaptability Theory by Martin (2012) states
that the capacity of the individuals to respond
constructively to the changing conditions is regarded
as adaptability. He described adaptability as an
individual's ability to adapt, and constructively
regulate psycho-behavioral functions in response to
new, changing, and/or uncertain circumstances,
conditions and situations. The paradigm is a tripartite
Morastil & Balicoco
model, comprising cognitive, behavioral, and
emotional adaptability, which relates to the adjustment
of one's thoughts, actions, or feelings when coping
with changing, unfamiliar, or unpredictable
circumstances. This theory implies that life-span
development is influenced by a person’s ability to play
an important role in adapting to environmental
conditions and constraints most importantly in coping
with the challenges in distance learning.
Thus, this study was conducted in order to determine if
the challenges faced by the teachers in terms of
preparation, distribution, retrieval, checking of
modules, and monitoring of learner’s learning is
associated with the coping mechanisms in terms of
time management, positive well-being, peer
mentoring, collaboration and openness to change. The
study would also assess if the demographic profile of
the teachers namely sex, age, type of school, highest
educational attainment, and number of years of
teaching experience is a factor or intervenes with the
two major variables. The findings of the study would
be the basis in interventions to empower the teachers
in facilitating quality delivery of instructions to the
learners under the modular distance learning
education.
Methodology
This study made use of a descriptive-correlational
research utilizing quantifiable data to ascertain the
results and findings. The researcher utilized this design
in order to discover relationships among variables
which are the challenges, coping mechanisms, and the
demographic profile of the secondary school teachers
in modular distance learning.
This study utilized an adopted questionnaire because
questionnaire development involves rigorous testing to
ensure reliability and validity. Simple random
sampling was used in the study. There are two hundred
ten (210) teachers in the seven (7) private and public
schools in Loon District. The survey had 92.24%
response rate which corresponds to two hundred (200)
total respondents comprising of one hundred fifty-one
(151) females and forty-nine (49) males. Some of the
faculties were not responsive due to their hectic
schedule. The questionnaire is in the form of
checklist. The questionnaire is divided into three parts.
Part I consists of the profile of the respondents such as
sex, age, educational attainment, type of school and
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Research Article

years of teaching. The respondents selected an answer

from the brackets and checked the provided space
corresponding to their preference.
Master’s Degree program, 62 or 31% are having
Part II deals with challenges of the secondary school Masteral units, and only 1 or 1 % is a doctorate holder.
teachers of modular distance learning education. The This means that majority of the teachers in Loon
tool was evaluated and thoroughly validated of the District has yet to finish their enrolled advanced
author. This survey questionnaire is patterned from degree programs. In terms of type of school the
Makabenta (2021). There are five (5) items in each of respondents are connected, 128 or 64% are teachers
the areas in Teacher’s Challenges on Modular from public schools and 72 or 36% are teachers from
Distance Learning survey with the total of twenty-five private schools in Loon. This means that there are
(25) items. The respondents put a check mark (√) on more teachers working in the government schools than
the space provided which indicates their assessment on in the private school of Loon District.In the years of
the challenges of teachers in modular distance teaching of the respondents, 96 or 48% of the teachers
learning. The corresponding rating includes: Strongly have been in service for 0-5 years and 7 or 4% have
Disagree = 1, Disagree = 2, Agree = 3, and Strongly served for 26 to 30 years. It indicates that the majority
Agree =4. of the respondents are new in the service. It further
implied that most of the secondary school teachers of
Part III measures the teachers’ carried out coping Loon are neophytes or inexperienced.
m ech an ism s to addr ess challeng es in the
implementation of modular distance learning using the Table 1. Profile of the Respondents
corresponding rating scale: Never = 1, Rare = 2,
Seldom =3, and Always = 4, respectively. The tool
was evaluated and thoroughly validated of the author.
This survey questionnaire is patterned from
Castroverde & Acala (2021). There are five (5) items
in each of the areas in Teacher’s Coping Mechanisms
on Modular Distance Learning survey with the total of
twenty-five (25) items. The adopted questionnaires is
being used in order to fit the present study which is to
determine relationships among variables which are the
challenges, coping mechanisms, and the demographic
profile of the respondents in modular distance learning
education.

Results and Discussion

The profile of the respondents such as age, sex,

educational attainment, type of school, and years in
teaching was determined to compare results on
challenges of the secondary school teachers and
coping mechanisms in modular distance learning.

Table 1 shows that there are 151 or 75.5% female

teachers and 49 or 24.5% are male teachers in both
public and private secondary schools in Loon. In
terms of age, 59 or 29.5% are having ages that range
from 20-26 years old. This indicates that mostly of the
respondents from both public and private secondary
schools in Loon are female teachers and beginning or
young teachers. In terms of educational attainment of
the respondents, 97 or 49% are Baccalaureate Degree
holders, 10 or 5% are Master’s Degree holder, 28 or
14% have completed the academic requirements in the

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Research Article
Table 3. Challenges of the Respondents in the
Table 2. Challenges of the Respondents in the Distribution of Modules
Preparation of Modules
Table 2 shows the challenges of teachers in terms of
preparation of modules. As shown in the table, item
“Time consuming” got the highest mean of 3.13 and
standard deviation of 0.80 which is agreed by the
teachers. This means that it takes time to prepare the
learning modules in a given targeted time during the
distribution of the modules.
On the other hand, item “Key concept notes of learning
modules are limited” and “Insufficient time and
assistance on printing modules” got the least mean of
2.88 which agreed respectively by the teachers. This
means that the lack of enough time in preparing and
printing the learning modules of the students causes
the late production of modules and limited of concept
notes in the learning modules. This is supported by the
study of Castroverde & Acala (2021) that on the part
of teachers, it is difficult to print all the modules for
the whole quarter because of insufficient time and
assistance in printing all the modules. Instead, teachers
prepare the modules only per unit or chapter to be able
to produce the modules on time.
Overall, the challenges of teachers in terms of
preparation of modules got composite mean of 2.95
and standard deviation of 0.82 which is agreed by the
teachers. This indicates that teachers in Loon District
are challenged in modular distance learning in terms of
preparation of modules as reflected in the result. This
is supported by Dangle (2020), that teachers were
having difficulty in preparing the learning modules
because of time constraints, lack or supplies,
unavailability of learning resources and doing other
paper work related activities of the teachers.
Morastil & Balicoco
Table 3 depicts the challenges of teachers in terms of
distribution of modules. As depicted in the table, item
“Challenges of the teachers in conducting the modular
distance learning education in time of COVID 19
pandemic with having safety health protocols to
follow”. Respondents got the highest mean of 3.29 and
standard deviation of 0.63 which is strongly agreed by
the teachers. This means that having safety health
protocols and some restrictions affect the teachers in
conducting the modular distance learning modality and
affirmed in the study of Dayagbil et al., (2021) that in
this new learning setup, students are forced to stay at
home and transfer their classrooms to the same
location as well as the teachers to find interactive way
of teaching to ensure the safety measures being
implemented by the government.
On the other hand, item Challenges of teachers in lack
of school funding in the production and distribution of
modules” got the least mean of 3.03 and standard
deviation of 0.90 which agreed respectively by the
teachers. It indicates that teachers have also that
challenge on the production of modules because of
lack of school funding but the school administrators
find its ways to provide essential support particularly
in the production of the learning modules thus, this
item has the least agreed by the respondents. The study
of Dangle & Sumaoang (2020) affirmed that the main
challenges that emerged in modular distance learning
are lack of school funding in the production and
delivery of modules, students struggle with self-
studying, and parents’ lack of knowledge to
academically guide their child/children. Generally, the
challenges of teachers in terms of distribution of
modules got a composite mean of 3.18 which was
agreed challenged of the teachers.
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Table 4. Challenges of the Respondents in the
Retrieval of Modules
Table 4, presents the challenges of teachers in terms of
retrieval of modules. As presented in the table, item
“Submission of incomplete answers in a particular
module” got the highest mean of 3.57 and standard
deviation of 0.61 which is strongly agreed by the
teachers. This indicates that teachers are struggling to
students who submit incomplete answers in their
learning module. Teachers tend to accept these
modules but they give instructions to the student to
accomplish the lacking activities. But teachers find it
hard whenever there are students who do not submit
any answered module in a specific quarter. This does
not only pose a challenge on teachers’ responsibility in
monitoring the student’s performance but also a
struggle on teachers seeing a student not learning
anything from school amid the pandemic.
On the other hand, item “Unidentified answer sheets
of students” and “ Modules are not in the proper
arrangement and others are dirty and messy which
causes lack of presentability ” got the least mean of
3.30 which agreed respectively by the teachers.
Therefore, teachers need to coordinate with their
students and the parents to ensure that they will submit
modules with complete answers, with names or labels
for identification and if possible, properly arrange,
presentable and will follow the schedule set for the
submission of outputs (Castroverde & Alcala 2021.
Overall, the challenges of teachers in terms of retrieval
of modules got a composite mean of 3.39 which was
strongly agreed by the teachers. This means that the
respondents have the strong challenge in terms of the
retrieval of the learning modules.
Morastil & Balicoco
Table 5. Challenges of the Respondents in the
Checking of Modules
Table 5 shows the challenges of teachers in terms of
checking modules. As shown in the table, item
“Modules with no answers/incomplete answers” got
the highest mean of 3.51 and standard deviation of
0.56 which is strongly agreed by the teachers. It means
that mostly of the respondents from both private and
public have the same experiences about the incomplete
answers of the learning worksheets in the module that
causes low score of the students. Teachers are trying to
finish checking as fast as they could but because of
this challenge teachers were not able to finish it on
time.
On the other hand, item “Low scores of students” got
the least mean of 3.28 and standard deviation of 0.59
which is strongly agreed by the teachers. It indicates
that this item has also affects teachers in checking the
modules because they have to intervene the students of
why they got low scores in the learning module.
Overall, the challenges of teachers in terms of
checking modules got a composite mean of 3.26 which
is strongly agreed by the teachers. This means that the
result shows some of the challenges that teachers
encounter as they engage in the process of checking
and evaluating students’ answers in the modules. The
teachers find it difficult to check outputs with no
answers as it indicates that they have nothing to record
with regards to the students’ performance. On top of
that, the fact that students have no answers means that
students are not interested in the process of learning.
Hence, it is challenging for teachers to evaluate a
student without evidence of learning. There are also
students who submit answer sheets without names and
it becomes difficult for a teacher to check without
being able to recognize the owner of the output,
especially when recording scores (Castroverde &
Acala 2021).
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Table 6. Challenges of the Respondents
Monitoring of Student’s Learning
Table 6 illustrates the challenges of teachers in terms
of monitoring of student’s learning. As illustrated in
the table, item “Hard to monitor due to limited face to
face transaction” got the highest mean of 3.41 and
standard deviation of 0.59 which is strongly agreed by
the teachers. This implied that teachers have the
difficulty in monitoring student’s performance because
of the limited face to face transaction. They will just
use different social media platforms such as messenger
and email to monitor the students learning and for the
submission of some activities, some students cannot
submit due to lack of internet connectivity and the
gadget needed.
On the other hand, item “Teachers safety to do home
visitation when needed” got the least mean of 3.18
which agreed respectively by the teachers. This means
that in monitoring student’s learning and performance,
teachers will do home visitation if necessary and it
also challenged them for their safety and risk in doing
so.
Overall, the challenges of teachers in terms of
monitoring student’s learning got a composite mean of
3.33 which is strongly agreed by the respondents and
directly affects them especially in validating student’s
performance, different virtual trainings, and unstable
internet connection. This is supported in the study of
Kearns (2012), that teachers worried about the equality
of assessment between distance learning and face-to-
face discussions in ensuring that the students are
taking the tests under the same conditions and
situations, and students can be able to submit
equivalent written works and other indicators of
achievement of objectives most especially that
teachers have the hard time in contacting the students
and parents.
Morastil & Balicoco
in
Table 7. Coping Mechanisms in terms of Positive
Well-Being
Table 7 shows the coping mechanism of teachers in
terms of positive well- being. As shown in the table,
item “When I feel tired I also take a rest for a moment
and pray for God’s strength” got the highest mean of
3.62 which is always done by the teachers. This means
that most of the respondents perceived that whatever
challenges they encountered in the learning modality,
taking a short break or rest and praying for God’s
strength is a great help to maintain positivity towards
work.
On the other hand, item “Take vitamins for my health
to reduce stress” got the least mean of 3.14 which
describe often by the teachers. It indicates that
oftentimes, there are also teachers have to take
vitamins for the health and to reduce stress to maintain
strength in work.
Overall, the coping mechanism of teachers in terms of
positive well-being got a composite mean of 3.46
which is perceived as always by the teachers. This
means that teachers always expressed positive well-
being as their coping mechanism to address challenges
in the implementation of modular distance learning.
This implies that encouraging outlook, self-confidence
gained from encouragement and motivation, healthy
lifestyle and stress reduction allows them to continue
performing their duties and responsibilities despite the
challenges of these trying times (De Villa & Manalo
2021).
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Table 8. Coping Mechanisms in terms of Time
Management
Table 8 reveals the coping mechanism of teachers in
terms of time management. As revealed in the table,
item “I believe that time management is very
important to accomplish a task” got the highest mean
of 3.73 which is described always by the teachers. This
means that the respondents perceived that in
overcoming the challenges, time management is a
great help in managing the task so that there will be a On the other hand, item “I am resilient to change” got
smooth flow in accomplishing the task within the the least mean of 3.59 which is described as always by
given period of time.
On the other hand, item “I give more than enough time
to work with my learning materials even late at night”
got the least mean of 3.33 which is described as
always by the teachers. It indicates that teachers spent
more time than the given working hours even late at
night just to accomplish the learning materials needed
in delivering the lesson.
Overall, the coping mechanism of teachers in terms of
time management got a composite mean of 3.54 which
is described as always by the teachers. This means
that teachers always expressed proper time
management to meet the demands of home and work.
This implies that time management help them
accomplish things on time. This lets them attend
school duties, do household chores and regain energy
through rest. This implies further that establishing
routines through habits and practices in a set schedule
help them to utilize time efficiently (Makabenta,
2021).
Morastil & Balicoco
Table 9. Coping Mechanisms in terms of Openness to
Change
Table 9 depicts the coping mechanism of teachers in
terms of openness to change. As depicted in the table,
item “Everyday we learn new things and these things
are helpful for us to cope with the challenges of the
new normal” got the highest mean of 3.71 which is
described as always by the teachers. This means that
the respondents are open-minded in learning new
things and used it to cope with the challenges in the
new normal education.
the teachers. It means that the respondents that being
resilient to change would also a positive factor in
coping with the challenges as reflected in the mean
score.
Overall, the coping mechanism of teachers in terms of
openness to change got a composite mean of 3.65
which is described as always by the teachers. This
indicates that that being flexible and adaptive to
changes allows them to survive and still succeed. This
implies that flexibility and adaptability are important
qualities that every teacher must acquire.
Table 10 presents the coping mechanism of teachers in
terms of peer mentoring. As depicted in the table, item
“I value the support given me by my colleague” got
the highest mean of 3.69 which is described always by
the teachers. This means that the respondents believe
that willingness to learn and able to use those learnings
from their colleagues would also a help in coping the
challenges in modular distance learning education.
On the other hand, item “I ask assistance from those
who are experts in using technology so that I will be
more acquainted in integrating it into my lessons” got
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the least mean of 3.51 which was describe as Always

by the teachers. Also, it means that the respondents
perceive that asking assistance to experts for the new
trends especially in integrating technology would also Table 11. Coping Mechan isms in terms of
a help to make the lessons easier to make. Co llabo ra tion
Table 10. Coping Mechanisms in terms of Peer
Mentoring

On the other hand, item “We seek help from external

Overall, the coping mechanism of teachers in terms of
peer mentoring got a composite mean of 3.58 which
was described as always by the teachers. This means
that peer mentoring always helps them to collaborate
and share best practices. They seek guidance and
support from one another especially in preparing
learning resources or materials. This implies that as
teachers embrace change, peer mentoring allows them
to build confidence and nurture competence in the new
normal (De Villa & Manalo 2022). They value the
support gained from one another as a beneficial way to
stay connected.
Table 11 reveals the coping mechanism of teachers in
terms of collaboration. As revealed in the table, item
“I join school activities which will improve help
improve my teaching career and in dealing with
people during this pandemic” got the highest mean
of
3.55 which was describe always by the teachers. This
implies in order to cope with challenges, joining
school activities and dealing with other people are
also ways to improve teaching career despite of
the pandemic as perceived by the respondents.
stakeholders for the other things we need that our
school can’t provide” got the least mean of 3.36 this
was described as Always by the teachers. Thus,
asking support from other stakeholders is also
welcome in the school to sustain the needs of the
teachers in modular distance learning modality.
Overall, the coping mechanism of teachers in terms of
collaboration got a composite mean of 3.53 which was
described as always by the teachers. This indicates
that due to limited resources, the gaps are filled
through the continuous support of stakeholders
through community engagement and partnership. This
implies that everyone in the school system is involved
in designing learning opportunities to attain quality
education despite of this pandemic.
Table 12. Difference between Challenges and Coping
Mechanisms and Sex of the Respondents

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Table 12 shows the difference between Sex and the
challenges and coping mechanism of teachers in
modular distance learning. As shown in the table there
is no significant difference between the sex and the
challenges of the teachers, X2(2) = 4.38, p = .112.
Thus the null hypothesis was not rejectsed. This means
that male and female teachers share the same
challenges to modular distance learning. This
contradicts to the study by Asuncion (2004) as cited by
Pangan (2009), who revealed the findings that teachers
from different age group, female and male, civil status,
and years of teaching significantly differ in their
challenges. It means that the demographic profile of
teachers significantly differ from their challenges in
modular learning.
On the other hand, there is no significant difference
between Sex and the coping mechanisms of the
teachers, X2(2) = 3.76, p = .152. Thus the null
hypothesis was not rejected. This means that sex does
not affects the coping mechanism of teachers in
modular distance learning approach. This conforms to
the study of Wong (2021) that no significance
difference was found out between the males and
females in coping with stress in relation to coping
mechanism. It was also found out in the study that the
coping mechanism tends to be not affected by the
respondents’ sex especially for seeking social support.
Table 13. Difference in Challenges and Coping
Mechanisms in terms of Age
Table 13 presents the difference between Age and the
Challenges and Coping Mechanism of Teachers in
Modular Distance learning. As shown in the table
there is no significant difference between the Age and
the challenges of the teachers, X2(12) = 13.44, p =
.338. Thus, the null hypothesis was not rejected. This
means that age of teachers does not affect the
challenges of teachers to modular distance learning.
This contradicts to the study of Asuncion (2004) as
cited by Pangan (2009), who revealed the findings that
teachers from different age group, female and male,
civil status, and years of teaching significantly differ in
Morastil & Balicoco
their challenges. It means that the demographic profile
of teachers significantly differ from their challenges in
modular distance learning.
On the other hand, there is no significant difference
between Age and the coping mechanism of the
teachers, X2(12) = 7.75, p = .805. Thus, the null was
not rejected. This means that age does not affects the
coping mechanism of teachers in modular distance
learning approach. This conforms to the study of
Wong (2021), states that no significant differences
were observed suggesting that regardless of groupings
by age, sex, civil status, position, length of service,
monthly salary and training attended related to stress,
school administrators show similarities in the way
social support is used.
Table 14. Difference in Challenges and Coping
Mechanisms in terms of Educational Attainment
Table 14 displays the difference between highest
educational attainment and the challenges and coping
mechanism of teachers in modular distance learning.
As displayed in the table, there is no significant
difference between the highest educational attainment
and the challenges of the teachers, X2(10) = 9.58, p =
.478. Also, there is no significant difference between
highest educational attainment and the coping
mechanism of the teachers, X2(10) = 6.61, p = .762.
Thus, the null hypothesis was not rejected. This means
that regardless of educational attainment the teachers
have the same challenges experienced and share the
same coping mechanism of teachers in modular
distance learning approach. This conforms to the
study by Galleposo (2021), that the difference in
performance in coping with health and security crisis
when the respondents are grouped according to their
profile variables, the data revealed that the respondents
did not significantly differ in coping with crisis
situation when grouped according to marital status,
age, sex, religion, present position, and educational
attainment.
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Research Article
Table 15. Difference in Challenges and Coping
Mechanisms in terms of Type of School
Table 15 illustrates the difference between the type of
school and the challenges and coping mechanism of
teachers in modular distance learning. As illustrated in
the table, there is no significant difference between the
type of school and the challenges of the teachers,
X2(2) = 1.08, p = .581. Also, there is no significant
difference between type of school and the coping
mechanism of the teachers, X2(2) = 2.22, p = .330.
Thus, the null hypothesis was not rejected. This
means that whether public or private secondary
schools in Loon, the teachers have the same challenges
experienced and share the same coping mechanisms to
modular distance learning. This is supported in the
study of Aslam (2013), pointed out that both types of
school are claiming that they face problems or
challenges regarding the shortage of facilities in terms
of delivering their knowledge into the students. But
both of the schools are facing a lot of problems in
order to improve their performance. Teachers
explaining that the professional development is helpful
in order to improve their skills in terms that they can
properly delivered their knowledge effectively towards
the students.
Table 16. Difference in Challenges and Coping
Mechanisms in terms of Years in Teaching
Table 16 depicts the difference between years in
teaching and the challenges and coping mechanism of
teachers in modular distance learning. As depicted in
the table, there is no significant difference between
years of experience and the challenges of the teachers,
X2(10) = 8.55, p = .575. Thus the null hypothesis was
not rejected. This means that whether old or new in
the teaching profession, the teachers in the secondary
schools both private and public in Loon district, share
the same challenges to modular distance learning.
This contradicts to the study by Asuncion (2004) as
cited by Pangan (2009), who revealed the findings that
Morastil & Balicoco
teachers from different age group, female and male,
civil status, and years of teaching significantly differ in
their challenges. It means that the demographic profile
of teachers significantly differ from their challenges in
flexible learning.
On the other hand, there is no significant difference
between years of teaching and the coping mechanism
of the teachers, X2(10) = 3.75, p = 958. Thus, the null
hypothesis was not rejected. This means that both new
and old teachers in the public and private schools of
Loon District, share the same coping mechanism in
modular distance learning approach. This means that
the length of teaching experience can’t affect the
challenges and coping mechanism to distance learning
education since teachers who have taught for several
years have more experience dealing with difficult
times like the pandemic or natural calamities as well as
the new teachers (Kini & Podolsky, 2016).
Table 17. Correlation between the Challenges and
Coping Mechanisms of Respondents
Table 17 presents the correlation between challenges
in modular distance learning and coping mechanisms
of the teachers. As presented in the table, there is
significant positive relationship between overall
challenges and overall coping mechanisms r(198) =
0.25, p<.001. Thus, the null hypothesis was not
accepted. This means that overall Challenges of the
Teachers in Modular Distance Learning is affected by
their means of coping mechanisms. This implies
further that challenges no matter how difficult, can be
contained by better coping mechanisms. This is
supported by the study of Castroverde & Acala (2021)
who reported in their study that a strong positive
correlation between teacher challenges and coping
mechanisms occur in modular distance learning.
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Research Article
Specifically, the Challenges of the teachers is
significantly related to the factors of Coping
Mechanism such as Positive Well-being with r(198) =
0.20, p = .005, Time Management with r(198) = 0.30,
p = <.001, Openness to Change with r(198) = 0.18, p =
.010, and Challenges and Peer Mentoring with r(198)
= 0.18, p = .009 respectively are lesser than the level
of significance at 0.05. This means that the
aforementioned factors affect the challenges
experienced by the teachers. This contradicts of the
study by Makabenta (2021) who reported not
significant relationship between the perceived
challenges and expressed coping mechanism of
teachers in terms positive well-being and time
management. Though barriers surfaced during the
implementation of distance learning, teachers find its
ways to overcome it to cope with the challenges of the
new normal. These help them meet the demands of the
learning modality and being able to perform their
duties and responsibilities as facilitators of learning to
attain quality education despite this pandemic.
Conclusion
This study concluded that the implementation of
modular distance learning provides varied challenges
to teachers where they find it time-consuming in the
preparation of modules and with learners submitting
incomplete and unanswered modules. With these
challenges, teachers overcame it by effectively
managing their time, having regular communication to
parents and students through various social media
platform, undergo trainings to enhance their
knowledge and skills in modular learning, and utilize
blended learning. While modular learning modality
still the mode of learning in the country, DepEd may
revisit the current standards of practices in teaching
with modular learning and may enhance the skills to
include the use of other modalities to provide support
mechanisms to whatever constraints that the modality
may bring to teaching and learning while at the same
time maximizing the success of the academic
performance of the learners amidst the current
educational challenges.
Better application of coping mechanisms in Modular
Distance Learning can greatly lessen the challenges
encountered by the respondents. The stronger coping
mechanisms applied the lesser challenges of the
respondents experienced. This conforms to the
Adaptation Theory of Martin (2012) that individuals
must have the ability to adapt, cope, and constructively
regulate psycho-behavioral functions in response to
Morastil & Balicoco
new, changing, and/or uncertain circumstances,
challenges, conditions and situations.
Based on the conclusions drawn from the study, the
researcher came up with recommendations for the
enhancement in teaching College Algebra: (1) The
researcher recommends that teachers need to ask
assistance in the preparation of learning modules as
they find it as time consuming. (2) The school
authorities may also design a program or activity to
boost the positive well-being of the teachers in the
conduct of modular distance learning. (3) In like
manner, the proposed action plan of the researcher of
Coping Mechanisms of Teachers in Addressing the
Challenges of Modular Distance Learning shall also be
implemented. (4) The conduct of webinar or seminars
for equipping teachers with the current trends of new
normal education also helps educators in adapting to
the changes of times. These steps would help the
educational system in our country to continue
providing quality education to the learners deemed to
be the future of society. (5) The researcher also
recommends that further studies on the challenges of
the teachers in this current situation in new normal
education be conducted.
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Affiliations and Corresponding Information
Benjie M. Morastil, MAEd
Saint Teresa Academy Inc. - Philippines
Nestor A. Balicoco, PhD
Bohol Island State University - Philippines
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