A Photovoice and Psychological Study on the Realities of Teachers in Simultaneous Onsite-Online Teaching-Learning Modality

Abstract

With schools all over the world redesigning instruction because of Covid-19, blended learning modality is becoming the new normal. This learning modality has been common with the unvaccinated students belonging to classes in the different levels; however, there are insufficient published studies about this modality in the context of this pandemic, specifically on simultaneous onsite-online teaching-learning process. Anchored on empowerment theory, and adaptation theory, specifically on behavioral adaptation, this research aimed to find out the realities of teachers conducting simultaneous onsite-online teaching to junior high school students at a laboratory high school of a University, school year 2021-2022 and 2022-2023. Specifically, this study looked into the teachers’ challenges, opportunities, coping strategies, and best practices. This endeavor is deemed significant for strengthening the teaching-learning process, designing the learning continuity plan, and policy making at this time of pandemic. This study which made use of a qualitative research design, specifically photovoice, were participated by eight purposely selected permanent or temporary teachers in the junior high school level, who were conducting a simultaneous onsite-online teaching. Data were gathered using photographs, narratives, and in-depth interview; and said data were analyzed using the SHOWED Framework (Wallerstein and Bernstein, 1998). The result of this study included the following: (1) Challenges of the teachers in the simultaneous onsite-online teaching-learning modality dwell mainly on keeping up with the protocols, on the internet connectivity issues, the heavy workload, and the lack of sleep; (2) The modality itself offers teachers the opportunities because this paves way for more possibilities for class interaction, competency development, and strengthening positive relationship; (3) The teachers’ coping strategies include maintaining an emotionally supportive relationships with family and colleagues, appreciating the support of the administrators, maximizing technology utilization, keeping a high sense of motivation, and satisfying one’s physiological needs; and (4) Some of the teachers’ best practices include saving teachers’ time and effort, promoting access to education, and narrowing the digital divide.