Education
Volume: 103 , Issue: 1 , June Published Date: 18 June 2022
Publisher Name: IJRP
Views: 470 , Download: 387 , Pages: 86 - 100
DOI: 10.47119/IJRP1001031620223396
Publisher Name: IJRP
Views: 470 , Download: 387 , Pages: 86 - 100
DOI: 10.47119/IJRP1001031620223396
Authors
| # | Author Name |
|---|---|
| 1 | CAMILE R. GALLARDO |
| 2 | MERILYN D. JUACALLA, EdD. |
Abstract
The emergence of the new normal in the Philippines changed the educational landscape. Education amidst pandemic brings difficulties for learners, teachers, and parents. This study focuses on determining the challenges, praxeology, and coping mechanisms of Mathematics Teachers in new normal education. A descriptive research design was used to determine the challenges encountered by mathematics teachers in new normal education and their praxeology and coping mechanisms in teaching Mathematics in public secondary school in the City of Bi?an in the Academic year 2021-2022. Frequency Percentage Distribution used to determine the status of demographic profile of the respondents. To ascertain the level of praxeology and coping mechanism, weighted mean distribution were considered. Analysis of variance were ventured to test the difference between praxeology and coping mechanism with respect to their demographic profile. To examine the significant effect of challenges encountered to praxeology and coping mechanism, regression analysis was used. From the data gathered, it was found that the performance rating of the teachers has significant differences with their Mathematics Praxeology in terms of skills. It implies that teachers? skills to perform and respond to the New Normal Education varies with their performance rating. Also, challenges experienced by mathematics teachers have a significant effect on their praxeology and coping mechanisms. It means that the challenges they encountered had an impact on their actions and coping mechanisms. From the findings it is recommended that teachers should continue to upskill to sustain their performance. The division or school can create a development plan for teachers to sustain their praxeology and coping mechanisms addressed in the challenges they encountered and the possible shift to face-to-face classes. Future researchers may venture challenges, praxeology, and coping mechanisms of teachers from other subject areas or other coping strategies.