Adapting to the Evolving New Normal: View from a Case of Philippine In-Service Teachers Post-Pandemic
DOI:
https://doi.org/10.69569/jip.2025.703Keywords:
New normal, Post-pandemic, Professional development, Teacher education, Teacher trainingAbstract
Post-pandemic, teachers in the public and private institutions alike grappled with both unprecedented and expected changes in the education system. In the context of an evolving new normal, this study aimed to capture and examine the level of adaptability of selected senior high school (SHS) English teachers to this phenomenon, with a focus on their pedagogical practices and professional development. This study involved 41 SHS English teachers in the province of Pampanga, Philippines. Using an adapted instrument, participants completed a survey designed to gauge their adaptability across various dimensions of pedagogy and professional development. A descriptive-quantitative research method was employed, and statistical tools, including frequency tally and percentage, mean, Pearson’s r, chi-square, and t-test, were used to analyze the collected data. Findings revealed that the respondents have very high levels of adaptability in the domains of teaching strategies, crisis responses, and professional development engagement. These insights provided a substantive foundation for formulating a professional development program tailored to the contexts of SHS English teachers. The study underscores the importance of adaptability in navigating pedagogical challenges and highlights the role of data-driven strategies in supporting teacher growth and educational advancement.
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