ABSTRACT
This study focuses on developing a more robust plan of action for advisers at Bilaran National High School in facing the Covid-19 outbreak. It identifies the safety health protocols that teachers are putting into practice in the school, as well as the common problems that teachers encounter when putting safety protocols into practice. The subject of this study is composed of teachers from different grade levels who have different experiences and perceptions in relation to safety health protocols. Results suggested that there’s a need to implement other health safety protocols since only 3 out of 10 respondents are contented with the health safety protocols implemented by the school.
Keywords: bridging theory, instructional leadership, classroom innovation
INTRODUCTION
The fast spread of Coronavirus (Covid-19) in the world forced all workplaces to adjust and follow the public health measures involving social distancing in order to decrease the spread of the virus. Coronavirus started in Wuhan China last December 2019 and last March 2021 it already affected 160 countries worldwide according to Jackson Ryan and Corine Reichert from CNET News. The study of Infectious Disease Researchers from the University of Texas and Austin shows how quickly the virus can spread. The study found that the virus may be transmitted in as little as one week and that 10% of patients had been infected by someone who has the virus but has not yet shown symptoms. Cities, states, and countries mandated quarantines because the more we are interconnected the higher the risk.
Education is one of the most affected factors of Coronavirus (Covid-19). When cities, states, and nations were placed on lockdown in order to stem the spread of Covid-19, schools were closed, and teachers and learners were forbidden from going to work or to school altogether. Schools worldwide are thinking of ways to continue the teaching and learning process. As a result of this pandemic, they were had to adapt to a new mode of teaching and learning. According to Andreas Schleicher research, this crisis has highlighted several shortcomings and injustices in our educational institutions – from access to bandwidth and computers necessary for online education to supportive surroundings conducive to learning.
Teacher’s duties and responsibilities became more challenging because of the new modalities they have to adopt. According to the reflection of Tameka Porter, educators are confronted with new challenges in the aftermath of COVID-19, including disruption of defined instructional programs and routines, a rapid shift from in-person teaching to remote learning, the emotional impact of isolation caused by social distancing efforts, and uncertainty about personal safety and health. When it comes to learning in school, Derrick Meador says that students and instructors are, and criticism from members of the public who may be uninformed of the difficulties they face every day. Teachers received no training to equip them with digital abilities before to or shortly after the accelerated nation-wide lockdown. Thus, teachers who possess similar talents in the face-to-face classroom are affected by this ongoing digital change. The current circumstance, in which learners are unable to attend school, has made it more difficult for teachers to connect with their students. Teachers worldwide are still unable to avoid physically going to school, putting them at a high risk of contracting Covid-19.
In the Philippines, Filipino teachers are adopting different modalities. Department of Education created a memorandum about the suggested strategies in implementing distance learning delivery modalities last July 21, 2020. Through DepEd Order #12, s. 2020, Department of Education implemented the learning delivery modalities followed by the schools either private or public schools. To improve the readiness of Filipino teachers, Department of Education also implemented RM Order # 138 which is the implementation of learning delivery modalities course for divisions and school leaders under the basic education learning continuity plan.
To fully implement the different modalities, there will be a need for internet connection. According to DepEd Undersecretary and spokeswoman Annalyn Sevilla, internet connectivity is a worldwide problem that is beyond their control. Additionally, she states that it must not interfere with the continuity of the learning process, which is why they developed the modular method. With this mode of instruction, Filipino public-school teachers are required to physically report to school in order to prepare the essential materials for the learners. To address the risk of going outside and reporting in school, Department of Education implemented the D.O. #14 s. 2020 which is the Guidelines on the required health standards in basic education offices and schools.
Classroom advisers at Bilaran National High School are not immune to the virus's danger of infection. The school fulfills the Department of Education's recommendations for health safety practices, yet teacher safety remains at risk. Teachers from Bilaran National High School report to school in order to prepare modules and learning activities for the learners. Teachers report to school while obtaining outputs and distributing modules. It is true that reporting to schools exposes teachers to more individuals, from travelling to school, entering and remaining at school, and returning home that making them more at risk to be infected or transmits the virus to other individuals.
The study wants to enhance prior knowledge and understanding of the teachers about the relevance of having a safety health protocols. The researchers aim to provide a proposed plan of activities which will adhere to the needs of the teachers who are physically reporting at school.
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