ABSTRACT
The educational system is now being challenged because of Covid-19 pandemic. The teachers are forced to implement virtual teaching, and students receive instructions via online mode. The preparedness of the teachers in using the modality is important if instructions are to be delivered effectively. This study is aimed to determine the level of technology preparedness of teachers in online modality. The results of the study may be used to provide enhancements in capacity training program. Specifically, the following questions will be answered: 1) What is the profile of the teacher- respondents in terms of age, sex, highest educational attainment, and training and experience in line with online teaching?; 2) What is the level of technology preparedness in online learning classified in terms of terms of care for students in online classroom, managing student behavior, providing support and scaffolding, providing total experience in challenging learning environment, investments in classroom learning, and feedback mechanisms?; 3) Are there significant relationships between the assessments on the level of technology preparedness of teachers in online teaching when grouped according to their profile?; 4) What enhanced capacity training program may be provided? To solve the problems posed in the study, the researcher made use of Frequency Distribution and Percentage to determine the number of cases and proportion of responses relative to the whole of each category in the teacher-respondents profile. The Weighted mean measured the teacher’s level of preparedness in using technology in online classes. Pearson r was used to determine significant relationships between the assessments on the level of technology preparedness of teachers in online teaching when grouped according to their profile. The following are the conclusions of the study based on the findings: 1) the teacher-respondents are mostly young to middle-aged, mostly females, still pursuing a master’s degree, and training in using technology in virtual classrooms are weak in the locale of the study. 2) Majority of teachers tend to care for their students in person. It is only logical that the care extends to students in the online setting. Teachers are fully trained in terms of disciplining their students. They are highly prepared for it in actual classes, but are only prepared to do it virtually. Personal relationships are as vital to the teachers with their students, which is why they are always prepared to provide support and scaffolding. Teachers are indoctrinated in the old ways and traditional ways of learning and teaching. This includes the challenging environments demanded in the classroom setting, physical or virtual. Teachers, even back in the traditional mode of learning, are always geared towards investing more and more learning materials to aid in the conduct of classroom learning. Teachers, as part of their natural training, will always attempt their best to provide feedback to their students as it is a vital part of learning. The teacher-respondents who are young, have a high educational background, and have received training and experience in virtual learning has a strong preparedness in using virtual learning. The sex of the respondents does not dictate the level of preparedness in virtual learning. Recommendations are discussed in the manuscript.
Keywords: Online Teaching, Virtual learning, Teacher’s Preparedness, Use of technology in virtual learning
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