Journal of Research, Policy & Practice of Teachers and Teacher Education

The impact of using social networking sites for teaching and learning during emergency crisis

Helen B Boholano — 2024-03-01

This study determined the impact of using social networking sites in teaching and learning during the covid-19 pandemic. There were 65 public school teachers in basic education in the Philippines who participated in this study. The study utilized both quantitative and qualitative methods to gather the data. Findings from the quantitative data revealed that the top two most used SNS for teaching and learning were YouTube and Facebook. Also, teachers’ main uses of SNS were for resources and knowledge sharing, educational and research purposes, collaborating with students and teachers, and communication and announcement. Based on the qualitative findings of the study, three themes emerged from the challenges encountered by the teachers which were: 1) Some information from the Social Networking Sites are unreliable; 2) Slow and unstable internet connectivity perennial issue; and 3) Limited use and access. It is concluded that SNS help in the delivery of teaching and learning in time of pandemic. It is also recommended the institutionalizing and adopting of SNS as support for teaching and learning even during the post-pandemic era.

A personal development framework on core values for catholic school teachers

Maribel Hernandez Castillo — 2024-03-01

This study identified the basic education Catholic School teachers’ personal lived and desired core values as well as the challenges faced in living out those core values and how they faced those challenges. It probed how teachers envision their school community if core values are lived out and recognized the school programs, activities, and support needed to enhance their core values. Phenomenological research was conducted that applied Appreciative Inquiry and validated online interviews were utilized for data gathering which was participated by twenty-five (25) teachers and five (5) principals from five Catholic schools in Metro Manila. The results showed that the most lived core values are being Maka-Diyos (Love of God), Makatao (Love of Others), Makakalikasan (Love of Creation), Makabansa (Love of Country), and Mahusay (Excellence). In living out these core values, they experienced challenges, particularly in managing their human nature, conflicting values with others, as well as time, energy, and resource management. If core values are fully lived out, the teachers envision their school to be a happy community with a healthy work culture in attaining its vision, mission, and goals for the transformation of society. To enhance core values, the teachers recommended spiritual formation, mental health programs, ongoing formation, community building, community extension, staffing, succession, coaching, mentoring, recognition programs, environmental, and nationalism, with emphasis on proper planning, organizing, leading, and controlling. Based on these data, the 4-B Personal Development Framework on Core Values for Catholic School Teachers was designed which highlights the importance of Being, Becoming, Building, and Balancing in enhancing the teachers’ core values.

Assessing remote learning's feasibility: A comprehensive analysis of Philippine public-school teachers’ use of learning management systems and blended learning approaches

Mark Jhon Prestoza — 2024-03-12

This study examines the ever-changing environment of blended learning, with a special emphasis on how teachers in public schools in the Philippines use Google Classroom in the shifting educational landscape. Based on a mix of academic views and practical research, the study seeks to improve our understanding of the difficulties and possibilities related to blended learning. The conceptual framework, derived from Graham et al.'s blended teaching matrix, classifies interactions into four quadrants, offering a complete structure for comprehending blended learning situations. The study aims to identify the blended teaching approaches used by instructors, evaluate the utilization of Google Classroom features and Google Apps for Education, and ascertain the frequency and dependence of Google Classroom as a key teaching tool. Data was gathered from 123 public-school teachers at the Schools Division Office of Isabela through a systematic survey. The results demonstrate a prevalent use of Google Classroom features, highlighting its significance in facilitating the transmission of lessons, communication between students, distribution of assignments, and improvement of learning activities. An examination of the features of Google Classroom, Google Apps for Education, and Google Docs file templates reveals a wide range of use patterns among instructors, ranging from seldom to regular utilization. Teachers demonstrate favorable attitudes towards the adaptability and compatibility of Google Classroom, emphasizing its seamless connection with portable devices. Challenges arise from the sporadic Wi-Fi connections, which have a negative influence on the quality of blended learning. The research suggests implementing customized professional development program for teachers and highlights the need to include adaptive technological frameworks in curriculum design. This study provides essential knowledge on the implementation of blended learning methods by public school teachers. It gives suggestions for policymaking, curriculum design, and teacher training in response to the ever-changing educational environment.