MASTER TEACHERS CAPABILITY AND CHALLENGES IN NEW NORMAL

Elizabeth Abasolo
Danilo Abasolo
Precious Abella
Researchers
Lun Padidu National High School

April 2021
 Abstract

This study was conducted to determine the capability and challenges of

master teachers of Lun Padidu National High School in the new normal. The

research was quantitative utilizing survey guide to determine the capability of

master teachers and qualitative using semi structured interview to gather the

challenges of master teacher in the new normal education with eight (8)

respondents. The data gathered showed that in general, the capability of

master teachers is very good in doing their duties and responsibilities but good

in conducting in-depth studies on teaching-learning innovation and fair in

conducting action research on teaching-learning innovation. From the

interview, four themes were emerged: work overload, stress, negative attitude

towards research and limited knowledge on action research. Master Teachers

Development plan was developed to strengthen the weak points of master

teachers. Specifically, it aimed to provide opportunities to develop the master

teachers professionally since their capabilities will benefit the school just as

much as it will benefit them as an individual.

Introduction

Education is vital component that brings growth and progress into

humanity. It is the backbone of the successful individuals, communities,

societies and entire civilizations and catalysts for sustainable development.

Over the past decade, the government is investing in education more than ever

before to make progress toward increasing not only access to education but to

quality education.
 In 2020, as the COVID-19 pandemic spread across the globe, education

has been one of the most affected sectors because majority of countries

announced the temporary closure of schools. There are more than 1 billion

students affected globally, which accounts for more than 60% of the student

population and more than 15% of the world’s population (UNESCO,2020). In

the Philippines, to make sure that learning remains unhampered as the country

battles the pandemic, the Department of Education implements distance

learning approach and said that the enrolment in both public and private

schools for basic education has reached 24.63 million or 88.70 percent of

the enrolment in SY 2019-2020 (Malipot,2020).

Nicholls (2020) mentioned that distance learning means more work for

teachers. Teachers will print learning materials to be delivered to learners, have

to create more educational content that contain essential lessons but at the

same time simple enough for students to digest on their own. Teachers are not

fully prepared for this change but they had to up skill themselves almost

overnight to adjust to the new modes of teaching, ensuring that learning

remains accessible to students even in the current circumstances.

Teachers are under the supervision of master teachers. When teachers

are not well supervised, effectiveness in instruction will be adversely affected

and the instructional purposes may not be well realized (Sule, Ameh, & Egbai,

2015). But first, master teachers have to critically reflect on their capability to

perform their duties and responsibilities in the context of K to 12 Education. This

push the researchers to conduct the study to determine the level of capability

of master teachers and the challenges they encountered during the pandemic

in order to carry out proposal for development plan on the areas master
teachers need coaching and mentoring as a response to the changes and

challenges of the modern world specifically in this time of pandemic.

Research Questions

This study was conducted to determine the capability and

challenges encountered by Master Teachers of Lun Padidu National High

School in the new normal. Specifically, it will answer the following questions

1 What is the capability level of the master teachers?

2. What are the challenges encountered by the master teachers?

3. Based on the results of the study, what intervention plan will be formulated?

Research Design

The research was descriptive type of study that described the capability

and challenges encountered by the master teachers of Lun Padidu National

High School. As explained by Gall, Gall and Borg (2007) the goal of descriptive

research is to describe a phenomenon and its characteristics. In this research,

the quantitative part of the study referred to the capability of master teachers

while the challenges encountered by master teachers will form the qualitative

aspect of the study.

Participants

The respondents of this study were the eight master teachers of Lun

Padidu National High School for the school year 2020-2021.

Data Gathering Methods

In the quantitative aspect, the researchers adopted and modified a

questionnaire based on the duties and responsibilities of Masters Teachers in

the RPMS Tool for Master Teacher I-IV in the time of Covid-19. The checklist

was modified by the researchers with their research consultants where the

respondents rated according to their level of capability. The level of capability

of master teachers was determine using weighted mean and described using

the rating scale shown in the Table 1.

Table 1: Scale for the Capability of Master Teachers.

Scale Interpretation Description

5 Excellent The activities are conducted 80%-100% of the time.

4 Very Good The activities are conducted 60%-79% of the time.

3 Good The activities are conducted 40%-59% of the time.

2 Fair The activities are conducted 20%-39% of the time.

1 Poor The activities are conducted 0%-19% of the time.

The data gathered using the questionnaire was analyzed using mean.

The capability of master teachers described using the criteria in Table 2. It has

5 levels ranging from 1.00-0.49 being the lowest which was interpreted as poor

and 4.50-5.00 being the highest which labeled as excellent.

Table 2. Criteria for the Analysis of Capability of Master Teachers

Mean Range Interpretation

4.50-5.00 Excellent

3.50-4.49 Very Good

2.50-3.49 Good

1.50-2.49 Fair

1.00 -1.49 Poor

 In qualitative part, an interview protocol was used to guide the semi

structured interview to master teachers to explore their challenges in the new

normal. Analysis of interview usually involved categorizing the data into themes

or categories sometimes referred to as coding. The researcher grouped

comparable concepts into subcategories and then grouped those

subcategories into major categories (Cresswell, 2009).

Discussion of Results

Capability of Master Teachers

Table 1 shows the capability of master teachers in performing their

duties and responsibilities. Results shown that master teachers found out very

good.

In terms of the following: modelling exemplary practice in the application

of content knowledge and pedagogy showing its integration within and across

learning areas; working with colleagues to create learning-focused

environments that promote learner responsibility and achievement; assisting

colleagues to implement differentiated teaching strategies that are responsive

to learner diversity; leading in the preparation of curriculum and enrichment of

curriculum; initiating programs and projects that can enhance the curriculum

and implementation of curriculum; leads colleagues in designing, evaluating,

interpretating and utilizing of different types of assessment tools for the

improvement of teaching and learning process; updating parents/guardians

about needs, progress and achievement of learners; strengthening school-

community partnerships to enrich engagement of the internal and external

stakeholders in the educative process; establishing links with colleagues

through attendance and membership for self-growth and advancement in

Indicator Mean Interpretation
1. Models exemplary practice in the application of content 4.17 Very Good
knowledge and pedagogy showing its integration within and across
learning areas
2. Conducts the following on teaching-learning innovation: 2.67 Good
2.1. in-depth studies; and
2.2. action researches 2.33 Fair
3. Works with colleagues to create learning-focused environments 4.33 Very Good
that promote learner responsibility and achievement
4. Assists colleagues to implement differentiated teaching 4.17 Very Good
strategies that are responsive to learner diversity
5. Leads in the following: 3.67 Very Good
5.1. preparation of curriculum; and
5.2. enrichment of curriculum 3.67 Very Good
6. Initiates programs and projects that can enhance the following: 3.33 Very Good
6.1. curriculum; and
6.2. implementation of curriculum 3.50 Very Good
7. Leads colleagues in the following activities about assessment 3.50 Very Good
tools for the improvement of teaching and learning process:
7.1 design;
7.2 evaluation; 3.83 Very Good
7.3 interpretation; and 3.50 Very Good
7.4 utilization of different types. 3.67 Very Good
8. Updates parents/guardians about learners on the following: 4.0 Very Good
8.1 needs;
8.2 progress; and 4.17 Very Good
8.3 achievement. 4.17 Very Good
9. Strengthens school-community partnerships to enrich 3.83 Very Good
engagement of the following stakeholders in the educative process:
9.1 internal; and
9.2 external. 4.17 Very Good
10. Establishes links with colleagues through the following for self- 4.17 Very Good
growth and advancement in professional organization:
10.1 attendance; and
10.2 membership. 4.33 Very Good
11. Provides technical assistance through the following: 4.33
11.1 demonstration teaching;
11.2 mentoring; 4.67 Very Good
11.3 coaching; 3.83 Very Good
11.4 class monitoring; 3.67 Very Good
11.5 class observation; 3.83 Very Good
11.6 trainers in learning action cells; and 3.83 Very Good
11.7 facilitators 3.67 Very Good
Over-all Mean 3.86 Very Good

professional organization; and providing technical assistance through

demonstration teaching, mentoring, coaching, class monitoring, class

observation, trainers in learning action cells and facilitators with mean rating of

4.17, 4.33, 4.17, 3.67, 3.67, 3.33, 3.50, 3.50, 3.83, 3.5, 3.67, 4.0, 4.17, 4.17,

3.83, 4.17, 4.17, 4.33, 4.33, 4.67, 3.83 and 3.67 respectively. However good

in conducting in-depth studies on teaching-learning innovation with mean rating

of 2.67 and fair in conducting action research on teaching-learning innovation

with mean rating of 2.33. In general, the capability of master teachers is very

good in doing their duties and responsibilities with mean rating of 3.86.

The result of the study showed similar results conducted by Laudea,

Ralarb and Arcenal (2018) findings revealed that master teachers are

“Mastered” and “Very High” in their instructional competence and their

instructional leadership capacity showed “Highly Proficient” especially on

curriculum content and pedagogy, on planning, assessing and reporting

learners’ outcomes and on personal growth and professional development.

In terms of action research, the result of the study showed is parallel to

the study conducted by Wong (2019) that revealed master teachers are

incapable in research process, research utilization, and research dissemination

and suggesting that their capability in research is indeed low and would explain

the reason for non-progressive research productivity among the master

teachers. It is affirmed by Caingoy (2020) that revealed teachers were slightly

capable of conducting research. Previous researches conducted also reported

that teachers indicated a fair level of competence in conducting research

(Alumbro, Cuadra, & Sapan, 2015), designing an experimental study, selecting

and developing research instruments, choosing appropriate statistical tools,

and preparing manuscripts for publication (Basilio & Bueno, 2019).

Furthermore, Abarro and Mariño (2016) find out that teachers are not skillful in
conducting classroom research while Macabago (2017) mentioned that public

elementary teachers were in doubt with their capability to write a research.

Challenges of Master Teachers

From the semi-structured interview conducted to the Master Teachers of

Lun Padidu National High School on the challenges they encountered in new

normal, four themes emerged: work overload, stress, negative attitude towards

research and limited knowledge on action research.

Work overload

From the interview, the master teachers encountered work overload.

Work overload is defined as being asked to do too much work and being asked

to do work that is too difficult (Ali and Farooqi ,2014). RP7 said that “this new

normal is a difficult situation for me because I have to double my time working

many additional reports given by the department”. And this is confirmed by the

statement of RP1 and RP4 “many responsibilities at hand that sometimes I

could not perform excellently because of many assignments and activities” and

“ I feel exhausted every time I packed the modules/LAS of my advisory class

because it means sorting of LAS/modules for distribution to the learners and

the retrieved modules will also be sorted by subject and week number to be

returned to the subject teachers”. Teachers may feel some degree of physical

and emotional exhaustion because of the demands of works as seen in the

statement of RP6, “ I feel very tired because I have 10 classes and I need to

overtime to check the LAS/modules of students and I have other assignments

that needs also my attention which is my coordinatorship, advisorship and other

responsibilities.” And this is attested by the answer of RP3 that “even though
there is flexibility in time and schedules of works more tasks and responsibilities

were given to us which means more reports for us.” Researchers have found

high levels of stress among individuals who have excessive work-loads which

means long or unpredictable hours, too many responsibilities, work at a too-

rapid pace are characteristics of a work overload. (Beheshtifar and Omidvar,

2013). Johari , Ridzoan and Zarefar (2019) concluded that workload refers to

the greatness of job tasks, and might cause mental distress for employees.

However, people respond differently towards workload. Some embraces it,

while others show frustration. Research study showed that work overload lead

to poor performance of the employees which has ultimately lead toward the

employee job dissatisfaction (Ali &Farooqi, 2014). Paktinat and Rafeei (2012)

found the same results that occupational stress that occurred due to some

factors like work overload has negatively correlated to job satisfaction

Mental Stress

Master Teachers of Lun Padidu National High School encountered

stress. Stress is your body’s way of responding to any kind of demand or threat

(Segal, Segal & Robinson, 2021). Master teachers feel pressures on beating

the deadline set by higher authorities from them as attested by RP8, “one of the

challenges I encountered is the on-the spot or unannounced submission of

reports and documents wherein you will have to pass the reports on the day it

was given or the day after.” The same situation is encountered by RP1 said that

“the problems that I have encountered are the sudden deadlines of many tasks

at hand.” RP2 shared that, “ I have experienced delayed in submissions of

reports due to limited time given and conflict of schedules and difficulty in

collaborating and giving of technical assistance due to IATF restrictions.”

Shahsavarani , Abadi and Kalkhoran (2015) conducted facts and theories

review about stress and concluded that stress is a situation in which individual

is forced to act and it means readjustment of individual with new situations and

conditions. Whenever a change occur in life, individual is confronting with

stress. This is what happen to RP4 “it is hard to motivate and encourage my co

teachers in my department because of our situation today that we have the so

called new normal.” RP5 and RP6 also shared the same feelings that “ I cannot

face to face my concern to my fellow teachers because of limited interaction,

limited engagement, limited talking and I felt anxiety towards the world of zoom

and group chat” and “psychological disturbances due to this pandemic that we

might not be able to perform our duties and responsibilities in the teaching-

learning development process”. What counts as a ‘stressor’ can vary hugely

from person to person and differs according to our social and economic

circumstances, the environment we live in, our genetic makeup and physiology.

Some common features of stressors include experiencing something new or

unexpected, something that threatens your competence/ego, and a feeling of

little control over a situation (Mental Health Foundation, 2018).

Negative Attitude towards Research

The data collected showed that master teachers had negative attitude

towards research which is attested by RP4 and RP5 said that” I am not

interested in working an action research because this activity is very demanding

in the sense that it needs your time and effort to finish one ” and “I am not

motivated to make action research because when I think of research it means

sleepless nights of working.” The same feeling was reflected in the statement

of RP1 that “I really don’t like research and at the moment I can’t focus in doing
research because of many tasks at hand that needs my attention and are more

urgent.” RP6 added that “I don’t have time doing research and I find it very

tiring because of the long process of doing it. Salom (2013) mentioned that

advancing research takes a lot of consideration in individuals like their

motivation to get involved in it, the attitudes toward it, and other skills necessary

for undertaking the systematic and tedious process of research. Tindowen

found out that teachers have issues regarding the conduct of action research

and they have writing anxiety. Specifically, teachers have fear in analyzing data

and some have problems on their grammar. Caingoy (2018) mentioned that

teachers have neutral attitudes and motivated toward research. On the

contrary, Morales, Abulon, Soriano, David, Hermosisima and Gerundio, (2016)

indicated that teachers have positive views towards action research that can

help them develop student learning and promote lifelong learning. The teacher-

respondents had a positive attitude toward doing research and its benefits in

their teaching (Ulla, Barrera & Acompanado, 2017).

Limited Knowledge on Action Research

The interview conducted to master teachers revealed that they have

limited knowledge on action research. This is seen on the statement of RP3

and RP4, “in conducting research I find it hard to study, read and analyze” and

“I do not really know how to write a research paper and I do not have any idea

on action research”. RP6 and RP1 shared the same sentiment that “I have little

background on research since I have been a co-author of an action research

before” and “I have an idea on research but when it comes to action research I

have no knowledge on the format or how to do it. RP8 clearly stated that “I have

not conducted any action research in my teaching career”. Caingoy (2018)

concluded that the best indicator and the most concrete manifestation that

teachers are capable of doing research is the research output itself or

sometimes called research productivity. This means that the more studies

teachers have completed, the more capable they become in engaging in this

rigorous endeavor. Manongsong and Panopio (2018) believes that such

capability may develop over time, through experience continuing and relevant

capacity-building activities. In the study conducted by Tindowen, Guzman, and

Macanang (2019) revealed that teachers have difficulty in data gathering and

also the process of writing the full action research.

Conclusion

Based on the findings about the data gathered, in general the capability

of Master Teachers of Lun Padidu National High School was very good in doing

their duties and responsibilities based on the duties and responsibilities of

Masters Teachers in the RPMS Tool for Master Teacher I-IV in the time of

Covid-19. However, it showed that they were good in conducting in-depth

studies on teaching-learning innovation and fair in conducting action research

on teaching-learning innovation. Furthermore, from the interview of four

themes emerged: work overload, stress, negative attitude towards research

and limited knowledge on action research.

Thus, the researchers adopted and modified an action research booklet

to strengthen the capability of master teachers in doing action research by

giving ideas and techniques to master teachers on the steps of action research

by addressing practical issues that they experience. Master Teachers

Development plan also be developed to strengthen the weak points of master

teachers. Specifically, it aimed to provide opportunities to develop the master

teachers professionally since their capabilities will benefit the school just as

much as it will benefit them as an individual.

Table 4 shows the Master Development Plan which was composed of

areas, activity, objective, output/MOVs, time table, persons involved and

budgetary requirement.
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
SCHOOLS DIVISION OF SARANGANI
MALAPATAN 3 DISTRICT
LUN PADIDU NATIONAL HIGH SCHOOL
Table 4. DEVELOPMENT PLAN FOR MASTER TEACHERS

Areas of Concerns Objectives Strategies Persons Budgetary Time

Involved Requirements Frame
Amount Source
1. Research To institutionalize Develop action Researcher 20,000 MOOE, Whole
research culture research policy which Teachers Donation year
among teachers includes the following: School head ,PTA,IGP round
Students,

-processes and
policies in the conduct
of research;

-rewards and
remunerations to
motivate teachers
To strengthen the -initiatives and Researcher 20,000.00 MOOE, Whole
capability of teachers programs to sustain Teachers Donation year
in research and enhance Students, ,PTA,IGP round
teachers’ motivation
to engage in doing
action research which
may include but not
limited to series of
training focusing not
only on increasing the
teachers’ knowledge
in research but at the
same time
conducting,
presenting, and
publishing their
research output

-adopting and
modifying research
booklet to guide the
teachers in the
conduct of research

Intensify observation
and monitoring of
classes

Conduct regular LAC

sessions
2. Work To reduce stress and -conduct seminars
work overload and workshops
focusing on time
management, ICT
training, mental
Health and stress
coping mechanisms

-conduct team
building

-strategic planning on
the division of work of
teachers
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