Exploring Remote Teacher Engagement and Work-Life Balance in the New Normal

Lucila Santos  Velasco,

Exploring Remote Teacher Engagement and Work-Life Balance in the New Normal

Discipline: Education

Abstract:

The study delved into qualitatively determining the teacher engagement and work-life balance of secondary teachers in selected public secondary schools in the Division of Rizal during the School Year 2021 - 2022. The study employed a purposive sampling technique in determining the school and the study's respondents. The researcher utilized one (1) teacher participant per school from each learning area, such as English, Science, Filipino, Mathematics, and MAPEH. A total of ten (10) participants. The study concluded that teacher participants had various significant experiences in remote learning as to instructional engagement, teacher engagement, and work-life balance such as using technological platforms and differentiated instruction, enforcing positive feedback and guidance to students, and positive outlook in both personal life and professional career. Also, regarding meaning formulated from the responses, teacher engagement was highly implemented in select secondary schools. The select schools have their projects and programs implemented such as Project AKAP: Anak, Kamusta Ang Pag-aaral, Project RIOS (Reach-out Individuals Outside School), ALTO program, etc. that could help students who lag behind in remote learning to cope and go back to their core. As to the themes that emerged from the meanings, it is important to have sustainability in the projects and programs implemented at the school to promote the development of knowledge, skills, understanding, values, and actions, which ensure quality learning for the students in the remote learning.

References:

Barron, M. (2021). The changing role of teachers and technologies amidst the COVID 19 pandemic: Key findings from Cross-Country Study. Education for Global Development.
Borup, J., et al. (2021). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5).
Canoy, L.P. (2020). Quality of work life of teachers in public secondary school teachers. SMCC Higher Education Research Journal, 7.
Cardwell, M.E. (2021). Patterns of relationships between teacher engagement and student engagement. St. John Fisher, Fisher Digital Publications.
Clemes, S.A. (2020). Stand out in class: Restructuring the classroom environment to reduce sitting time – findings from a pilot cluster randomized controlled trial. International Journal of Behavioral Nutrition and Physical Activity, 17(55).
Gamiao, J. (2020). Innovative teaching methods in the new normal. The Manila Times.
Grissom, J.A. (2020). Restructuring instructional leadership: How multiple measure teacher evaluation systems are redefining the role of the school principal. The Elementary School Journal, 119(2): 000-000.
Hamidi, F. (2017). Teachers’ quality of work life in secondary schools. International Journal of Vocational and technical Education, 4(1): 1 – 5.
Ishak, S.I., et al. (2017). A literature review on quality teacher’s working life. MATEC Web of Conferences, 150.
Johnson, R. (2021). School restructuring: A continuing imperative. Intercultural Development Research Association
Kim, J. (2020). Teaching and learning after COVID-19. Providing Flexible Learning Models in Higher Education.
Marmol, A.D. (2019). Dimensions of teachers’ work-life balance and school commitment: Basis for policy review., IOER International Multidisciplinary Research Journal, 1(1).
Neubauer, B.E. (2019). How phenomenology can help us learn from the experiences of others. Springer link. Perspectives on Medical Education, 8:90-7.
Raphael, J. (2022, February 1). Teacher engagement: What works? Teacher Magazine. https://www.teachermagazine.com/in_en/articles/teacher-engagement-what-works
Sasmoko, F., et al. (2018). Indonesian teacher engagement index (ITEI): An emerging concept of teacher engagement in Indonesia. IOP Conference Series: Materials Science and Engineering, 306(1).
Taylor, L. (2020). Restructuring California schools to address barriers to learning and teaching in the COVID-19 contexts and beyond. University of California, Los Angeles.