MANAGEMENT OF TECHNOLOGY-BASED TEACHING AND ITS CHALLENGES AS PERCEIVED BY TEACHERS IN JOMALIG DISTRICT

The study focused on management of technology-based teaching and its challenges as perceived by teachers in Jomalig, Quezon. It tackled the equipment and tools used by teachers, perception about management of technology-based teaching, challenges encountered in managing technology-based teaching, measures being undertaken to address challenges in technology-based teaching, and significant difference on challenges encountered in technology-based teaching when respondents are classified according to demographic profile. In this study, descriptive and causal-comparative research design, and a questionnaire were used. The respondents were completely enumerated elementary school teachers in Jomalig, Quezon. Simple percentage method, weighted mean, One-way ANOVA, and t-test were used through IBM SPSS Statistics. The research was conducted in various parts of Jomalig, Quezon in 2019 – 2020. This study concluded that the respondents have basic technology-based teaching skills and trainings. Cellphones, Internet, and laptop computers are the technology-based equipment and tools always used in managing technology-based teaching. They strongly agreed that teachers utilize online platform to download related materials and teacher modifies technology-based teaching. Some teachers encountered very serious difficulties due to fixed class size and managing technology-based teaching entails tedious training. Teachers strongly agreed that requesting more technical support; making pupils more comfortable, relax, and easily comprehend; simplifying lesson; dividing the class into a manageable size; and focusing more on practical training were the measures undertaken by teachers to address their challenges. There is no significant difference on challenges encountered by teachers in managing technology-based teaching when they are grouped by age, sex, rank and number of years in teaching. There is a significant difference on challenges encountered by teachers in managing technology-based teaching when they are grouped according to their skills and training.