Senior high school teachers’ and students’ engagements during the emergency remote teaching (ERT)

Perceptions on readiness, attitude, and competence

Abstract

This quantitative study investigates teachers' and students' perceptions on remote emergency teaching in terms of readiness, attitude, and competence, their significant differences based on their profile, and the significant difference of the respondents' identified variables. Participated by 147 teachers and 409 students of a Senior High School in a comprehensive Catholic university in Manila, results revealed that respondents show their readiness, positive attitude, and competence toward online teaching; however, specific measurements affect student attitude on their online engagement and learning, such as their discomfort and ineffectiveness of this learning modality in producing creativity, interaction, and innovation in e-learning that affects the acquisition of knowledge. Among the respondents' profiles, only their age shows a statistically significant difference, while educational advancement established its significant difference in readiness and competence. Finally, a statistically significant difference between the teachers' and students' readiness, attitude, and competence was evident. Results further proved that behind the sudden shift of the learning environment, the respondents remain positive and resilient in dealing with academic challenges caused by the COVID-19 pandemic. This study further implicates that measuring teachers' and students' readiness, attitude, and competence in different inevitable circumstances remains a significant frame of reference for academic and instructional policy-making.