| dc.contributor | 教育學院 | |
| dc.creator (作者) | 莊俊儒 | |
| dc.creator (作者) | Ching, Gregory S.;Malabanan, Joel C.;Canete, Jonathan James O. | |
| dc.date (日期) | 2025-02 | |
| dc.date.accessioned | 14-Apr-2025 09:50:35 (UTC+8) | - |
| dc.date.available | 14-Apr-2025 09:50:35 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Apr-2025 09:50:35 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/156564 | - |
| dc.description.abstract (摘要) | On March 11, 2020, the World Health Organization declared COVID-19 a pandemic. With the help of online learning, students were able to continue their education. Since the outbreak of the pandemic nearly five years ago, online learning has become an attractive alternative in a number of situations for the Philippines. High temperatures, flooding, and other weather conditions make online learning a certainty. Recently, there has been an increased emphasis placed on integrating social and emotional learning into day-to-day classroom activities. The same is true for online learning as well. To better understand the current situation in the Philippines, 139 teachers who took pre-service teacher education during the pandemic were surveyed. The results indicated that teachers exhibit high levels of social and emotional learning, while online teaching efficacy is moderate. Importantly, compassion fatigue seems moderate with no specific relationship to the other variables. These findings suggest that while teachers are adapting well to social and emotional learning, there is room for improvement in their online teaching efficacy. It is crucial to provide ongoing support and resources to enhance teachers’ skills in this area. By addressing these needs, the education system in the Philippines can continue to thrive in a predominantly online learning environment. | |
| dc.format.extent | 104 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | International Journal of Research Studies in Education, Vol.14, No.3, pp.1-16 | |
| dc.subject (關鍵詞) | online teaching and learning; social and emotional learning; teacher efficacy; optimism; pessimism; resilience | |
| dc.title (題名) | Adapting to online education: Social and emotional learning and teaching efficacy among Filipino teachers post-pandemic | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.5861/ijrse.2025.25801 | |
| dc.doi.uri (DOI) | https://doi.org/10.5861/ijrse.2025.25801 | |
