Learning Engagement amidst the New Normal Education: Perspective of Teachers in Panabo City Division

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue X, October 2021 | ISSN 2454–6186

Learning Engagement amidst the New Normal Education: Perspective of Teachers in Panabo City Division

Honey Mae D. Galaura¹, Dr. Ronald S. Decano^2
1Graduate Student, Doctor of Philosophy in Educational Management, Davao del Norte State College, Philippines
²Dean, Institute of Advanced Studies, Davao del Norte State College, Philippines

Abstract – This study attempts to address the need for a better understanding of teacher engagement by developing a multidimensional measure of work engagement that is particular to work done by teachers in classrooms and schools. Using random numbers, this study recruited 400 elementary and secondary public-school instructors. It was held in the Panabo City Division’s elementary and secondary public schools. Teachers have a critical role in children’s educational experiences. Increased job satisfaction, workplace productivity, and even student engagement have all been connected to instructors’ interest in their profession. Teachers’ attitudes and motivation levels must be conveyed to pupils. Thus it’s critical to gain a better knowledge of their work engagement. The teaching profession will benefit from this research since it will help to better understand teacher involvement. Teacher involvement data for a specific school site is supplied. The need to change teacher attitudes, perceptions and emotional understanding in the classroom is becoming more widely recognized. Effective teaching is psychologically dependent on motivated teachers who are fully engaged in their work, both academically and emotionally, and socially. The findings suggest that, in addition to cognitive and affective components of engagement, social interaction with students and coworkers should be considered.

Keywords- teachers learning engagement, new normal education

I. INTRODUCTION

Teachers are one of the most powerful and important agents for educational equity, access, and quality, as well as a critical component of long-term global development. Their training, recruiting, retention, status, and working conditions, on the other hand, continue to be a source of concern (UNESCO). Educators have had to deal with remote schooling as a result of the epidemic, as well as pervasive imbalances in education and society that the virus has exposed. Many school administrators and instructors are emphasizing whole-child education, which appears to be gaining traction in the future (Becki Cohn-Vargas, 2020). Teachers are called upon to implement, nurture, and assess positive change in a school setting when a school administrator seeks to effect positive change.

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