Authors :
Kenn C. Manipula
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://tinyurl.com/yc3v6w2c
Scribd :
https://tinyurl.com/2sueaerb
DOI :
https://doi.org/10.5281/zenodo.10213366
Abstract :
This study aims to determine the teacher's
level of readiness, the extent of compliance, and
difficulties in the full implementation of face-to-face
learning in a highly urbanized district in Indonesia
during the School Year 2022-2023. The study's
respondents are 150 teachers from five (5) different
private schools in a city-state in one Asian country. The
independent variables are age, sex, civil status, and
highest educational attainment. The areas of the study
included instructional materials, management of
learning, and administration of assessments.
The result of the study showed that teachers’
readiness and compliance in the full implementation of
face-to-face learning was at a high level, and the
difficulty level was also high.
There was a significant difference in the level of
readiness in terms of Management of Learning when
grouped and compared according to highest educational
attainment. When grouped and compared according to
the abovementioned variables, there was no significant
difference in the extent of compliance in the full
implementation of face-to-face learning. The difficulties
in fully implementing face-to-face learning were similar
when grouped and compared according to the
abovementioned variables.
This study aims to determine the teacher's
level of readiness, the extent of compliance, and
difficulties in the full implementation of face-to-face
learning in a highly urbanized district in Indonesia
during the School Year 2022-2023. The study's
respondents are 150 teachers from five (5) different
private schools in a city-state in one Asian country. The
independent variables are age, sex, civil status, and
highest educational attainment. The areas of the study
included instructional materials, management of
learning, and administration of assessments.
The result of the study showed that teachers’
readiness and compliance in the full implementation of
face-to-face learning was at a high level, and the
difficulty level was also high.
There was a significant difference in the level of
readiness in terms of Management of Learning when
grouped and compared according to highest educational
attainment. When grouped and compared according to
the abovementioned variables, there was no significant
difference in the extent of compliance in the full
implementation of face-to-face learning. The difficulties
in fully implementing face-to-face learning were similar
when grouped and compared according to the
abovementioned variables.
