INSTRUCTIONAL MODALITIES IN THE NEW NORMAL AND EFFICACY OF PUBLIC ELEMENTARY SCHOOL TEACHERS

Josephine  B. Baguio,; Gil  F. Ceniza Jr,

INSTRUCTIONAL MODALITIES IN THE NEW NORMAL AND EFFICACY OF PUBLIC ELEMENTARY SCHOOL TEACHERS

Abstract:

This study aimed to determine the relationship between instructional modalities and teachers’ efficacy. This study employed a non-experimental quantitative research method to determine the associations between variables, and the respondents of this study were the 110 public elementary school teachers in Talomo District, Division of Davao, for the school year 2020-2021. The findings revealed that the extent of instructional modalities in terms of online, modular, and blended learning was extensive. Instructional modalities are important because most people have a preferred way to learn. Some learn best by listening, and some have to observe every step, while others have to do it to learn it. The fact is that individuals need all three modalities to truly commit information to memory: visual, auditory, and kinesthetic. Meanwhile, the extent of teacher efficacy in terms of motivation, student performance, reinforcement, and students' persistence was extensive. The teachers’ efficacy was considered an achievement in the teaching profession, thus the teacher promoting students’ performance and achievement. Significant relationships existed between instructional modalities and teacher efficacy. There were domains in the instructional modalities that significantly influenced the teacher's efficacy.

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