Teacher Challenges and Self-Efficacy in the Transition from Remote to In-Person Instruction: Evidence from Philippine Elementary Schools
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Abstract
Background and Aim: The COVID-19 pandemic forced teachers to transition from traditional face-to-face instruction to remote learning, bringing considerable instructional challenges. With schools returning to in-person classes, teachers must readapt their instructional and classroom management strategies. This study examines the relationship between teachers’ instructional challenges and self-efficacy during this transition in Philippine public elementary schools.
Materials and Methods: This cross-sectional quantitative study involved 150 teachers from four central elementary schools in Iligan City, Philippines. Validated questionnaires measured classroom challenges, instructional adjustments, and teacher self-efficacy.
Results: Teachers experienced moderate challenges in classroom management and resource utilization but displayed exemplary instructional adjustments and high self-efficacy. Regression analyses showed that greater instructional challenges significantly predicted lower teaching efficacy (β = -.22, p = .009), while effective instructional adjustments significantly enhanced teaching efficacy (β = .37, p = .001).
Conclusion: Supporting teachers through professional development in lesson design and resource integration is crucial during transitions between teaching modalities. These findings underscore the importance of targeted interventions to sustain teaching efficacy and instructional quality in the post-pandemic educational context.
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