Abstract
The transition back to face-to-face learning in the Philippines following the COVID-19 pandemic presents opportunities and challenges for the education sector. For this reason, this paper explored educators’ readiness for face-to-face learning, considering various factors such as age, educational attainment, and experience. This descriptive paper gathered data from a stratified random sample of 135 respondents using a validated and reliable data-gathering instrument. Moreover, the data collection process was conducted with strict adherence to ethical research standards to ensure that the rights, confidentiality, and well-being of all participants were protected. The ensuing analysis showed that study participants, comprising both seasoned and younger educators, had commendable readiness levels across key domains, including content knowledge, pedagogy, classroom management, and psychological acuity. Seasoned educators demonstrated exceptionally high readiness, possibly attributed to their maturity, extensive experience, and robust academic foundation. The comparative analysis of teachers based on age revealed significant variations in preparedness, with age being a key influencer.
In contrast, differences based on educational attainment did not register as statistically significant, highlighting that age is more crucial in determining teacher readiness. Both seasoned and younger educators are well-prepared for teaching challenges, with seasoned educators potentially having a slight advantage due to their experience. Educational attainment may contribute to a greater understanding of and ability to address students’ psychological needs. These findings hold implications for teacher education and professional development, suggesting tailored programs to enhance readiness in all domains.
Keywords: Education, teacher readiness, learning modality