Readiness of Public Secondary School Teachers in the Implementation of Face-to-Face Classes

AUTHOR(S)

Jennie Lyn L. Gamboa

ABSTRACT

The study delved into the readiness of public secondary school teachers in the implementation of face-to-face classes in the Pangasinan II Division. The study used stratified random sampling, which led to three hundred thirty-two (332) teacher respondents. The study determined the profiles of the respondents, their level of readiness in the implementation of faceto-face classes, the significant difference between their profile and their level of readiness in the implementation of face-to-face classes, and the problems they encountered in the implementation of face-to-face classes. Results revealed that most respondents are female, in their early 20s, married, employed as Teachers III with Master’s degrees, and have received training in the implementation of face-to-face instruction. Meanwhile, the level of readiness of the respondents in the implementation of face-to-face classes is ready, along with the instructional delivery, teaching strategies, learners’ management, and participation, the learning environment, and safety and health protocols. The respondents’ level of preparation for instruction delivery and their term of service varied significantly. There is a significant difference also in the number of relevant training attended and their level of readiness, as well as teaching strategies. Lastly, too much additional paperwork is a serious problem encountered by the respondents in the implementation of face-to-face classes. The study recommended that public school teachers and school heads adopt the action plan crafted by the researcher to improve the implementation of face-to-face classes. In addition, they should work collaboratively on crafting programs and activities that will strengthen the implementation of face-to-face classes.