Teaching Competency and Adaptation of Teachers in the New Normal

Abstract

The adoption of blended learning as a response to the COVID-19 pandemic has substantially impacted how universities and colleges deliver education worldwide. This approach, combining in-person and digital instructional methods, has become increasingly popular in higher education. Although it poses both challenges and opportunities for enhancing education, its effectiveness ultimately hinges on the ability of individual faculty members to adapt to this new way of teaching. This study determined the teaching competency and adaptation among Junior High School (JHS) and Senior High School (SHS) teachers in the district of Ivisan, Sapian, Sigma, Mambusao, Dao, and Cuartero, Capiz, for the school year 2022-2023. The study employed a quantitative research design using the descriptive-correlational method to gather data on socio-demographic profiles, the level of teaching competency, the level of adaptation, significant differences in teaching competency and adaptation based on socio-demographic profile, and the relationship between teaching competency and adaptation. Findings show that the JHS and SHS teachers had a high level of teaching competency and adaptation to the new normal of teaching. However, significant differences in teaching competency existed based on age and highest educational attainment, and innovation had the lowest score among indicators of adaptation. Teaching competency and adaptation were mutually dependent. To adapt to the new way of teaching, it recommends providing professional development opportunities for teachers to enhance their flexibility in teaching, adapt to the new normal, and utilize technology. Encouraging innovation in teaching and offering targeted support and resources to different groups of teachers can also help improve their competency. Monitoring and evaluating the implementation of these recommendations is necessary to assess their effectiveness. Investing in teachers' professional development is crucial for successful adaptation to the new normal, and further research is needed to improve teaching competency and adaptation.