ABSTRACT
This phenomenological qualitative study explored the lived experiences of teachers who used online technology as a teaching platform. A total of 11 teachers from two schools participated in this study. An interview questionnaire guide was utilized to have a thorough evaluation of how the teachers interact with the students and how it affected their morale as teachers and how they integrated values in their online classes. The researcher used purposeful random sampling in choosing the 11 teachers who were reliable based on the administrator’s suggestions, well-engaged in work, and possessed the will to inspire students despite the pandemic. The study focused on the challenges and maturity of the teachers in handling students using online platforms. The teachers exerted additional time and effort to share good values with their students, whether based on their own experiences or from other people's experiences. Based on the testimonies of the teachers, the researcher created and developed a proposed Guidance Plan for the teachers as an output.
1.0 INTRODUCTION
Competing on the global education market, educational institutes have been virtually offering courses with the help of various computer-aided education systems. All aspects of social activities worldwide have been significantly affected by the advent of the COVID-19 pandemic in 2020, including conventional classroom activities at all stages of kindergarten education at universities. Although several countries have chosen to postpone lessons, this cannot be continued indefinitely, and alternate means must be found to continue lessons. While online and integrated learning during the pre-pandemic days was an active topic of research and debate, the advent of the pandemic immediately produced an immediacy for such means of course delivery, better than any administrator or teaching committee could have done. Successful and engaging content delivery creates both a void and friction where existing forms of synchronous content delivery are now forced to be brought online. The situation, however, offers educators the chance to discuss the merits and drawbacks of online learning (Da & Chen, 2020).
Accordingly, many education institutes are planning to use virtual worlds to deliver distance education services and meet future students worldwide. This research employs the perspectives of the balanced thinking-feelings and socio-constructivist model to model how the personal learning experiences of the students and social learning influence the continuity of virtual world learning. Digital courses with computer-aided education systems for reaching global students are a tactic embraced by many universities to compete in the worldwide education sector today. Because of its novelty and effectiveness, the use of virtual worlds for collaborative learning is currently mandated by educators. (Liu, 2013).
Moreover, in the country, the preamble of the Constitution mandates that the government incorporate and develop a just and compassionate society, which includes the promotion of moral values and spiritual enrichment in schools, government and private offices, and other sectors of the Philippines. In Article II, Section 27 of the Constitution, the State provides that Government must ensure a public service with pure honesty and with integrity. Also, Article XI, Section 1 states that, public workers should be held accountable to the individuals at all times, also, serve them with responsibility, truthfulness, faithfulness, and value, and lead modest lives, the law states. Similarly, in Article XIV, Section 3, states that all educational institutions shall educate the rights and responsibilities of citizenship, reinforce ethical and spiritual values, build moral character and personal discipline, and foster critical and creative thinking, according to the Constitution. Spiritual principles may be taught to their children or wards in public elementary and secondary schools during regular class hours by instructors authorized by them. (Constitution of the Philippines, 1987).
Specifically, Salaysay (2018) asserted that values development in the Philippines helps students improve, develop self-discipline and self-management, make their lives more evocative, and achieve complete contentment. For this reason, the school must actively direct these students through systematic edification to co-opt the positive values required to develop them. Indeed, an item has importance when viewed as excellent and attractive, and the ability to attain certain things affects the students ' attitudes and behavior.
The researcher chose to work on this study because it is relevant to what is happening nowadays. There are instances that the researcher heard the news that the students today are different from the students before. During the researcher’s school days, the teachers always motivate them to do good and practice good values carried on as time passes. But because of the stories that the researcher heard, several questions were formed. The researcher believed that something has to be done to preserve values formation in schools.
Theoretical Framework
This study was anchored to different theories that help support the concept of the research. Values education has been part of the school system since the country's first schools were opened. Today, schools use two of the most significant movements in values education to build children with strong, resilient characters: the value-clarification movement and the cognitive moral development model. (McClowry, 2013).
As a result, it is more likely to model conduct after that of persons of the same gender. At the same time, the person who is with the child will respond to the behavior, it replicates with either reinforcement or punishment. If a child mimics a model’s behavior and the consequences are rewarding, the child will likely continue performing the behavior. Third, when considering whether or not to mimic someone's actions, the youngster will think about what occurs to other individuals. A person learns by witnessing the consequences of other person’s actions. This occurrence is known as vicarious reinforcement (McLeod, 2016).
Another theory that can support the study is the psycho-social/epigenetic theory by Eric Erikson that from infancy through adulthood, personality develops in a predictable order through eight phases of psychosocial development. The person goes through a psychological crisis which the impact can be beneficial or not based on their personality development. According to the notion, completing each stage leads to the development of a healthy personality and the acquisition of basic values (McLeod, 2018).
Lastly, Goleman’s theory of EQ has convenient reasons to promote social and emotional learning in schools, from kindergarten through college. Learning generates curiosity and promotes satisfaction and joy, everytime students involve themselves in the process of adapting new material, which is clearly linked to Goleman's third motivational component. Thus, teachers must pinpoint the child who needs a boost in emotional literacy. They should be prepared to discuss emotions in the classroom. (Resilient Educator, 2020).
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