Case study reveals instructional adaptations and challenges faced by English teachers, implying a need for ongoing training and support.
This case study explores the experiences of five English teachers from Junior and Senior High School at Ramon Magsaysay Memorial Colleges-Integrated School during the COVID-19 pandemic, focusing on the instructional changes they implemented. Grounded in Albert Bandura's self-efficacy theory, the study examines how self-belief influences their behavior, motivation, and performance. It reveals how the teachers navigate online teaching, assess language skills, and adapt evaluation methods. Their journeys reflect a shift from initial excitement to emotional challenges, ultimately leading to resilience, adaptability, and a more positive work attitude. Positive outcomes include stronger collaboration and a forward-thinking mindset. However, the study also highlights the ongoing need for training in technology, innovative assessment strategies, and teacher well-being. This study contributes to the body of knowledge by exploring the lasting impact of professional development, essential tech skills for online instruction, and creative tools for language assessment in a post-pandemic educational landscape. Article visualizations:
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Parojinog et al. (2025) studied this question.
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