Teachers’ Preparedness in The Implementation of Blended Learning in Balicuatro Area, Division of Northern Samar

AUTHOR(S)

EDWIN P. BONABON JR KIMBERLY G. BONABON DARWIN P. BAGAYAWA JOCELYN P. PORTES

ABSTRACT

— The demographic profile of home economics teachers offers insights into how prepared they are to implement blended learning. The findings show that people are generally sufficiently prepared, particularly when it comes to using digital tools and providing instructional support. Nevertheless, obstacles are noted, such as the inability to create a variety of asynchronous activities, offer all-encompassing student assistance, and handle the hands-on aspects of teaching home economics. The results also indicate that the highest level of education has a significant impact on teachers’ readiness, with advanced degree holders in the implementation of blended learning more successfully. Age, gender, position, and training were among the other factors that did not significantly affect preparedness. These results indicate that training programs and support systems need to be strengthened, especially for teachers who have less education or have less access to resources. The delivery of home economics instruction may be improved through development and professional training with the diverse needs and backgrounds of teachers. Keywords — Teacher’s preparedness, Blended learning, Digital tools, Instructional support, Home Economics