Authors : Irene B. Dela Cruz

Volume/Issue : Volume 9 - 2024, Issue 9 - September

Google Scholar : https://tinyurl.com/9xdx39nk

Scribd : https://tinyurl.com/wwnu95f5

DOI : https://doi.org/10.38124/ijisrt/IJISRT24SEP1567

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The objective of this study was to ascertain the significance of the correlation between alternative working arrangements and the competence of elementary school teachers in the context of the "new normal." The research was conducted using a descriptive-correlational method and involved 40 teachers serving as respondents from seven public elementary schools in the Matina District, Davao City Division. Data was collected using a researcher-developed instrument. The findings indicated a high degree of implementation of alternative working arrangements and extensive competence among teachers. Additionally, a notable correlation was established between alternative working arrangements and teachers' competence within the new normal framework. All aspects of alternative working arrangements were found to significantly influence teachers' competence. The study recommends the implementation of pertinent policies, mechanisms, and strategies to support teachers, particularly through coaching and the application of effective strategies and techniques to mitigate potential emotional hindrances. School administrators can utilize these findings to enhance teacher competence and optimize the teaching-learning process, ultimately improving lesson delivery. Furthermore, the study findings can serve as a foundation for evaluating and instituting school improvements aimed at enhancing existing alternative working arrangements and teachers' competence..

Keywords : Alternative Working Arrangements, Teachers' Competence, New Normal.

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