TITLE:
Impact of Virtual Training on the Filipino Secondary School Teachers’ Sense of Efficacy in Student Engagement, Instructional Strategies, and Classroom Management
AUTHORS:
Eunice Ann E. Entegro
KEYWORDS:
Virtual Training, Teachers’ Sense of Esteem, Student Engagement, Instructional Strategies, Classroom Management
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.10 No.3,
March
10,
2022
ABSTRACT: This study examined the impact of virtual training on teachers’ sense of
efficacy in key areas focusing on student engagement, instructional strategies,
and classroom management. It is mixed-methods embedded design research where
teacher’s sense of efficacy was measured using the Teachers’ Sense of Efficacy
Scale (TSES), and a structured interview exploring the experiences and
struggles of fifty-nine (59) Filipino secondary school teachers in virtual
training. Using Wilcoxon Signed-rank Test, it was found that there is a 0.000
asymptotic significance at the 0.05 level when self-esteem data during face-to-face
training and virtual training were analyzed. Results revealed a low sense of
efficacy after a virtual training (μ—3.50) in all three areas compared to self-efficacy
after a face-to-face training (μ—4.28). The benefits of virtual training are its convenience, safety,
personal technological development, flexibility, accessibility, creativity, and
focus. Some of its costs affect learning instruction and assessment of
learning. It also created technical concerns, lack of interaction, virtual learning distractions, and
psychological and health concerns. This study recommends the
implementation of an action plan or program that meets the needs of teachers
undergoing virtual training in the Philippines.