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Teachers' Challenges in the New Normal Education and Personal and Professional Development.

JOURNAL:MAZEDAN JOURNAL OF LANGUAGE AND LITERATURE

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# Authors First Online DOI Downloads Citations
1. Merafe M. Tecson*, Pao M. Dalandangan 25 Mar 2021 NA 14 0
Abstract

This study aimed to explore the level of teachers' challenges in new normal education and its significant impact on their personal and professional development for the school year 2020-2021.The study employed a descriptive-correlational research design. In this study, indicators of teachers’ challenges in new normal education and their personal and professional development are presented using descriptive research. In the same manner, the relationship between associated variables is presented using a correlational research design. The results overall indicated that the challenges faced by teachers and the personal and professional development have a significant relationship. The level of personal and professional development of the teachers affects the way they respond to the challenges in terms of workload, higher attaining pupils, learning delivery, and collegial support. Teachers are professionally challenged in the new normal learning through additional workloads, worries that higher attaining pupils are being neglected, pressure to cover the syllabi, and concerns about the pace of instruction.

Keywords

teachers’ challenges, new normal education, personal development, and the professional development

References

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    [2]     Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian journal of teacher education, 40(8), 6.

    [3]     Angara, S. (June 19, 2020). The challenge of education in the new normal. Retrieved at https://businessmirror.com.ph/2020/06/19/the-challenge-of-education-in-the-new-normal/

    [4]     Ajzen, I., (2015) The theory of planned behavior is alive and well, and not ready to retire: A commentary on Sniehotta, Presseau, and Araujo Soares Health Psychology Review, 9 (2) (2015), pp. 131-137, 10.1080/17437199.2014.883474