Just recently, the Department of Science and Technology - National Research Council of the Philippines has released the result of their study about the coping mechanism of Public school teachers in the current learning environment and to examine how they proceed with instruction and assessment.
Here's the full details:
The study was conducted by Dr. Celina P. Sarmiento of the Philippine Normal University, who is a member of NRCP Division of Governmental, Educational and International Policies.
The DOST-NRCP study which involved 28,859 teachers of the Department of Education (DepEd) sought to understand teachers’ coping mechanism in the current learning environment and to examine how they proceed with instruction and assessment.
Sarmiento’s team found that DepEd teachers “are using their personal money to acquire devices such as laptop computer, mobile phone, printer, and similar gadgets, or services like internet connection needed to facilitate teaching and learning.”
The study was conducted by Dr. Celina P. Sarmiento of the Philippine Normal University, who is a member of NRCP Division of Governmental, Educational and International Policies.
The DOST-NRCP study which involved 28,859 teachers of the Department of Education (DepEd) sought to understand teachers’ coping mechanism in the current learning environment and to examine how they proceed with instruction and assessment.
Sarmiento’s team found that DepEd teachers “are using their personal money to acquire devices such as laptop computer, mobile phone, printer, and similar gadgets, or services like internet connection needed to facilitate teaching and learning.”
Devices/services teachers acquired using personal money (DOST-NRCP)
The participants in the study include 18,883 teachers handling Kinder to Grade 6 students; 7,702 teachers of Grade 7–10 or Junior High School students; and 2,324 Grade 11–12 or Senior High School teachers.
Based on the study, the current emergency remote teaching modalities are as follows:
-Distance Learning (Online and Offline Digital Modules, TV+Radio+Printed Modules, Printed Modules)
-Blended Learning (TV+Radio+Digital & Printed Modules)
-Home Schooling
“Majority of the remote teaching modality experienced by teachers is distance learning through printed modules. Synchronous and asynchronous online meeting/activities teaching modalities come next. It was also found that 43.55 percent of the teachers are reporting to school thrice a week,” the DOST-NRCP study showed.
During the NRCP’s 9th Kapakanan ng Tao sa Oras ng Pandemya (KTOP)-COVID Series titled, Emergency Remote Teaching Experiences brought by COVID-19 on July 21, Sarmiento presented the results of the study.
Sarmiento said internet access, connectivity, and speed were among the challenges encountered by the teachers, especially those from rural areas, compared to those who have fiber connection.
She noted majority of the teachers used mobile data internet connection which made it difficult for them to deliver remote lessons.
“As for the level of confidence in a remote environment, majority of the teachers are hopeful, even if they did not do it before, and they are willing to learn (62.89 percent). The respondents also shared that they are somewhat comfortable (33.98 percent) with the remote teaching. Many (40.29 percent) of them had attended one to two trainings,” according to the study.
Sarmiento’s research team found that laptop and mobile phone/smart phone are among the top devices used for remote teaching, while the Google Meet, Facebook, Zoom, Google Classroom, and MS Teams are among the applications teachers had learned to use for remote teaching.
Sarmiento said the widely known Facebook Messenger is the top channel used to communicate with colleagues and students and the teachers are providing feedback to students once a week.
“More than 90 percent of the teachers said that the students need remediation because students learn lesser these days. It was found out that majority of the students are having problems too with the remote learning,” the DOST-NRCP said.
DOST-NRCP Executive Director Marieta Banez Sumagaysay said the results of the study “convey to the DepEd the promotion of work-life balance among teachers, as well as project systems and strategies that will aid in bridging to the ‘new normal’.”
The research team made the following recommendations:
-Additional budget for the mobile internet allowance
-Privileges in mobile companies
-Guidelines and protocols on using Facebook and Messenger as these are not really safe to use to share students’ grades, crucial information, among others
-Empower, increase teachers’ knowledge, and equip them with technologies they need
-Support from their students
-Make sure that schools are future-ready
-Re-imagine student as an independent learner, re-imagine the teacher education by providing their needs.
The participants in the study include 18,883 teachers handling Kinder to Grade 6 students; 7,702 teachers of Grade 7–10 or Junior High School students; and 2,324 Grade 11–12 or Senior High School teachers.
Based on the study, the current emergency remote teaching modalities are as follows:
-Distance Learning (Online and Offline Digital Modules, TV+Radio+Printed Modules, Printed Modules)
-Blended Learning (TV+Radio+Digital & Printed Modules)
-Home Schooling
“Majority of the remote teaching modality experienced by teachers is distance learning through printed modules. Synchronous and asynchronous online meeting/activities teaching modalities come next. It was also found that 43.55 percent of the teachers are reporting to school thrice a week,” the DOST-NRCP study showed.
During the NRCP’s 9th Kapakanan ng Tao sa Oras ng Pandemya (KTOP)-COVID Series titled, Emergency Remote Teaching Experiences brought by COVID-19 on July 21, Sarmiento presented the results of the study.
Sarmiento said internet access, connectivity, and speed were among the challenges encountered by the teachers, especially those from rural areas, compared to those who have fiber connection.
She noted majority of the teachers used mobile data internet connection which made it difficult for them to deliver remote lessons.
“As for the level of confidence in a remote environment, majority of the teachers are hopeful, even if they did not do it before, and they are willing to learn (62.89 percent). The respondents also shared that they are somewhat comfortable (33.98 percent) with the remote teaching. Many (40.29 percent) of them had attended one to two trainings,” according to the study.
Sarmiento’s research team found that laptop and mobile phone/smart phone are among the top devices used for remote teaching, while the Google Meet, Facebook, Zoom, Google Classroom, and MS Teams are among the applications teachers had learned to use for remote teaching.
Sarmiento said the widely known Facebook Messenger is the top channel used to communicate with colleagues and students and the teachers are providing feedback to students once a week.
“More than 90 percent of the teachers said that the students need remediation because students learn lesser these days. It was found out that majority of the students are having problems too with the remote learning,” the DOST-NRCP said.
DOST-NRCP Executive Director Marieta Banez Sumagaysay said the results of the study “convey to the DepEd the promotion of work-life balance among teachers, as well as project systems and strategies that will aid in bridging to the ‘new normal’.”
The research team made the following recommendations:
-Additional budget for the mobile internet allowance
-Privileges in mobile companies
-Guidelines and protocols on using Facebook and Messenger as these are not really safe to use to share students’ grades, crucial information, among others
-Empower, increase teachers’ knowledge, and equip them with technologies they need
-Support from their students
-Make sure that schools are future-ready
-Re-imagine student as an independent learner, re-imagine the teacher education by providing their needs.
Source:
Full story: https://mb.com.ph/.../teachers-spend-money-from-own.../...DISCLAIMER
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