IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO.

1, MARCH 2021

LIVED EXPERIENCES OF MASTER TEACHERS IN MONITORING

MODULAR DISTANCE LEARNING (MDL) TEACHERS AT TMCNHS
NINA P. ESPINELI
[email protected], [email protected]
https://orcid.org/ 0000-0003-2785-130X
Trece Martires City National High School
San Agustin, Trece Martires City, Cavite, Philippines

ABSTRACT

School Year 2020 -2021 ushered the beginning of the so-called “Education in the New Normal”.
The sudden shift from face-to-face learning to distance learning threatened not only the parents
and students but most especially the Department of Education, on what they can do to ensure
that though the delivery of learning changes, the quality of the education remains the same. The
study is qualitative in nature and was conducted to explain the lived experiences of Master
Teachers in Monitoring Modular Distance Learning Teachers. Specifically, this aims in discussing
the experiences and challenges encountered by the master teachers in monitoring MDL as part
of the “New Normal”. Purposive sampling was used in selecting 5 master teachers that
participated in the study. The researcher used FGD (Focal Group Discussion) and semi-
structured interview to seek the in-depth information that revealed the current situation on how
the informants responded newly implemented way of monitoring modular distance learning
modality teachers. Thematic data analysis was utilized to analyze and interpret the results of this
study. Findings from the study showed themes based on the experience of Master teachers in
monitoring MDL teachers. It includes Change: Master teachers’ Insight where they shared that
monitoring in the New Normal is a bit difficult; Focus: Master Teachers setting the path towards
Modular Distance Learning, and Waves: Challenges encountered by the master teachers in
monitoring MDL teachers. Through the result of this study, Trece Martires City National High
School or even the Department of Education - Cavite may utilize the results in designing various
Professional Development Programs/trainings that would enhance the capability of Master
teachers to monitor teachers under the modular distance learning. It can also serve as baseline
data in conducting related study in Elementary and Senior High School level.

Keywords: Modular Distance Learning, Master teachers, New Normal

INTRODUCTION different issues brought about by the COVID-

19 pandemic, the Department of Education is
School Year 2020 -2021 is characterized addressing the challenges in the basic
as the beginning of “Education in the New education through its Basic Education
Normal. The sudden transition from face-to- Learning Continuity Plan (BE-LCP) under the
face learning to distance learning threatened Department of Education Order No. 012, s.
not only the parents and students but most 2020 aims to ensure the health, safety, and
especially the Department of Education as it well-being of the learners, teachers, and
aims despite of changes on the delivery of personnel in the time of COVID-19, while
learning, the quality of the education remains finding ways for education to continue amidst
the same. As the country continues to confront the crisis. In particular, the BE-LCP has been
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ESPINELI, N.P., Lived Experiences of Master Teachers in Monitoring Modular Distance Learning (MDL) Teachers at
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designed with a legal framework responsive to monitoring and observation by the school
the “new normal,” keeping in mind the head, head teachers, and master teachers to
constitutional mandate to uphold the right of all ensure that proper feedback and technical
citizens to quality education at all times. assistance will be given. From the study
The Department of Education ensures conducted by Arce (2019) it was found out that
that all learners have access to quality Basic the Secondary Master Teachers of the Division
Education. They distributed Self Learning of Cavite were “Mastered” and “Very High” in
Modules (SLMs) that are used by the learners their instructional competence, educative
together with the modalities suited for them. leadership capacity showed “Highly Proficient”
According to Department of Education especially on curriculum content and
Secretary Leonor Briones “The Self Learning pedagogy, planning, assessing, reporting and
Modules and the other alternative learning professional growth and development. Their
delivery modalities are in place to address the instructional competence enables them to be
needs, situations, and resources of each and the right person to assist and mentor other
every learner and covers all the bases in teachers. This is also congruent with the study
ensuring that basic education are accessible conducted by Laude, Ralar and Arcenal (n.d)
amid the present crisis posed by COVID-19,”. where they proved that master teachers of the
The claim is in line with the result of a study secondary institutions in the Division of Biliran
conducted by of Creus and Angeles (2019) were “Mastered” and “Very High” in their
where they found out that Module-based instructional competence, they can guide in
localized learning materials resulted to improving the academic performance of the
increase performance of most learners. students. Moreover, their instructional
Trece Martires City National High School leadership capacity showed “Highly Proficient”
offered two types of learning modalities, Online especially on curriculum content and
Distance Learning (ODL) and Modular pedagogy, on planning, assessing, and
Distance Learning (MDL) to address the needs reporting learners’ outcomes and on personal
of the learners although the teacher and growth and professional development. The
students are geographically away from one educators believed that the term “Master
another. Learners were given Self Learning teacher” could still be used in the
Modules even those enrolled in the Online establishment of a possible post for
Distance Learning modality this is to ensure excellent/expert teachers working in the
that they would have materials to be used if the Barbadian school system (Mc. Clean, 2009).
internet connection alters. From the study of Based on the result of the study conducted by
(Sadiq et al., 2014) it was proven that Modular Laude et al. (2018) Master teachers at the
as a way of teaching is more effective in secondary schools in the Division of Biliran
teaching learning process as compared to were excellent and “Mastered” their
ordinary teaching methods. The modular instructional competence. They showed
approach helps to maximize the chances of expertise in subject skills, classroom
student participation in the classroom in management skills, evaluation skills, teaching
respect to fulfil the given tasks at the spot, so strategy skills, and mentoring skills which are
the students feel free to learn in their own style. very evident in the academic performance of
The findings are the same as what Amboyan the students. Moreover, their instructional
(2019) proved in his study that modular leadership capacity showed “Highly Proficient”
instruction is more effective in teaching especially on curriculum content and
learning method compared to usual teaching pedagogy, on planning, assessing, and
approaches because in this modular approach reporting learners’ outcomes and on personal
the students learn at their own stride. growth and professional development.
To guarantee that learning delivery Interpretivist/constructivist approaches to
really takes place, there is a need for research have the intention of understanding
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“the world of human experience” (Cohen & individuals who have all experienced the
Manion, 1994, p.36), suggesting that “the phenomenon.
reality is socially constructed” (Mertens, 2005, The sampling technique that was used
p.12). The interpretivist/constructivist is non-probability sampling, particularly the
researcher tends to rely upon the “participants’ purposive sampling technique. The
views of the situation being studied” (Creswell, participants needed in the study were selected
2003, p.8) and recognizes the impact of the according to the needs of the study; they were
research on their background and the master teachers that teach different
experiences. Constructivists do not generally subjects. Among 5 participants, 2 of them
begin with a theory (as with post-positivists) served as a Master teacher for more than five
rather they “generate or inductively develop a years while others were newly promoted and
theory or pattern of meanings” (Creswell, serving for less than a year. The participants
2003, p.9) throughout the research process. are all female and are all teaching at Trece
This theoretical framework was utilized by the Martires City National High School. The study
researcher in understanding the Master was conducted during the first quarter, from
teachers and their monitoring experiences in October to December of School Year 2020 –
Trece Martires City National High School. 2021.
The researcher made use of interview
OBJECTIVES OF THE STUDY guide/ questionnaires in the Focal Group
Discussion and semi-structured interview to
The study was conducted to explain the seek in-depth information that revealed the
lived experiences of Master teachers in current situation on how the informants
monitoring Modular Distance Learning responded to the newly implemented way of
teachers. Specifically, this study aimed to: monitoring modular distance learning modality
1. Determine the experiences of the teachers.
Master teachers of Trece Martires City After seeking help from the experts for
National High School in monitoring modular the validation of guide questions used in the
distance learning teachers. conduct of the study, the researcher sought
2. Discuss the different challenges permission to conduct the study from Trece
encountered by the master teachers in Martires City National High School’s principal.
monitoring modular distance learning teachers Upon approval, the purpose of the study was
in Trece Martires City National High School. explained to the selected participants.
3. Determine the future direction of this Permission to look at their observation notes
study after knowing the experiences and as well as the sample Weekly Home Learning
difficulty encountered by the Master teachers of the teachers they are monitoring were also
in monitoring modular distance learning requested. Then, the time and date for the
teachers in Trece Martires City National High face-to-face interview and analysis of the
School. document were set as agreed by the
researcher and the participant. After the
METHODOLOGY participants shared their stories, experiences,
and challenges experienced in monitoring
This study utilized a phenomenological MDL teachers, the data were interpreted and
method of research to determine the lived analyzed.
experiences of master teachers in monitoring In gathering the data, one of the
modular distance learning teachers. It was participants showed an unwillingness to share
mentioned by Giorgi (2009) that the her insights and experiences related to the
phenomenological research culminates in the study. This made the researcher decide of
essence of the experiences for several asking another Master teacher from a different
department to be one of the key informants.
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Luckily, she agreed and willingly gave her facilitating professional learning for colleagues
experiences in monitoring Modular Distance and leading school-wide initiatives. By working
Learning teachers. closely with school and/or district leadership,
In the analysis of collected data, the Master Teachers support the development of
researcher utilized the thematic data analysis, their peers by creating professional learning
the steps introduced by Braun & Clarke, 2013 opportunities, leading teacher teams, and
were applied. This includes transcribing, taking facilitating coaching conversations.
note of items of interest, coding across the
entire data set, searching for themes, 1. Experiences of the master teachers of
reviewing themes by mapping the provisional Trece Martires City National High
themes and their relationships, defining and School in monitoring modular distance
naming themes, and the finalize analysis. learning teacher
After following the phases of analyzing
data, the outcome of the study was presented 1.1 Change Master Teachers’ insights
to the key informants/participants for the
validation of their responses and the
formulation of the action plan. The researcher As Master teachers, it is their
sought assistance from the experts (internal responsibility to monitor how the teachers, as
and external validator) for the legitimacy of the well as the students, are performing in the new
themes used by the researcher anchored to trend of delivering instruction as part of the
the responses of the key informants. “New Normal”. Some of the participants shared
that monitoring MDL teachers and the learning
RESULTS AND DISCUSSION process is quite different from that of face-to-
face.
In studying the lived experiences of
Master Teachers in monitoring Modular Master Teacher E said, “monitoring in
Distance Learning teachers, qualitative means the New Normal is a bit difficult (mahirap kasi
of investigation were employed. Through an modular naman tapos kailangan mong
interview and focus group discussion, the lived malaman ung strategy na ginamit ni teacher at
experiences of master teachers in monitoring paano natuto si bata)” and a lot of adjustment
the modular distance learning (MDL) teachers is needed for different materials and methods
were identified. is needed to do the monitoring process
The perspective of the teachers efficiently.”
regarding some questions such as “What are
the experiences of the secondary Master The statement is furthered by Master
Teachers in monitoring modular distance Teacher A “It’s really hard to monitor Modular
learning teachers?”, “What should be the focus Distance Learning, lots of questions are being
of a master teacher in monitoring MDL asked, adjustment on the delivery of teaching
teachers?”, “As a Master teacher, how do you is a big concern to both teacher and students,
give feedback on your observations to different and also questions on how monitoring of
types of teachers?”, and “How do you address classes will be done in MDL. It’s quite
the identified problem (s) in the monitoring challenging and fulfilling at the same time”.
process?’ served as a basis for the thematic
analysis of data. As added by Master Teacher C,
Master Teachers are highly skilled “monitoring the modular distance learning is q
educators with a passion and drive to improve bit difficult/ quite difficult since our way of
the instructional quality of their schools by monitoring is just based only on the documents
extending their impact as teachers. Also, submitted by the teachers such as their
Master Teachers have a wealth of experience Weekly Home Learning Plan, Individual
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Learning Monitoring Plan, monitoring log nakasagot naman ang mga bata, sila kaya
sheets and others.” talaga ang nagsagot noon?”)

Master Teacher G shared “monitoring The claim was supported by Master

the MDL is very difficult and challenging Teacher E according to her “it is very hard to
especially that I am new to the position, I find it know how well the teachers do their part in the
hard in giving feedback and recommendation learning process, after sending the Weekly
to teachers of modular distance learning.” Home Learning Plan, what did the teacher do
to ensure that students are really working on
Since face-to-face is not possible due their own on the set date and time.”
to the current situation, observation of classes
to monitor the performance of MDL teachers is Master teachers also claim that
not possible, as mentioned by the participants monitoring teachers in terms of administering
monitoring teachers in the new normal is a lot assessment as well as feedbacking between
different from before. Transition/ change in the the teacher, the learning facilitators and
monitoring process, presenting pieces of students should also be a primary concern.
evidence, and feedbacking happen. Master Master Teacher S mentioned “I think the focus
teachers rely on what the teachers are told should also include how teachers’ utilized
during the monitoring period and what assessment and how they communicate to
documents they are present to support their their learners as well as the learning
claim. Numerical values to rate the facilitators. The way they instructed the
performance of the teacher are now out of the students in accomplishing the different
picture, it was replaced by an observation learning tasks and how they communicate the
notes where all the information given by the result of the assessment must be giving great
teacher as well as the interpretation of the consideration.”
master teacher were written.
Master Teacher E mentioned that “it is
important for us to determine on how the
1.2 Focus: Master Teachers setting the learning facilitators at home communicate the
path towards Modular Distance result of what the students did to the teacher.
Learning At the same time, what the teacher did in
response to what the facilitators shared to
From the interview, Master teachers them. If it happens the many students failed,
also pointed out that the primary concern of anon na ang ginawa o gagawin p ni teacher?”.
education in the “New Normal” only includes Master Teacher A added “kung nagbigay tayo
pedagogies and assessment. ng 15 items summative assessment, paano
In terms of pedagogies, master natin naensure na sila nga ang sumagot noon?
teachers claim that the strategies applied by
the teachers to deliver instruction and learning From the shared insights of the
to the students were hard to determine. participants, it can be inferred that master
teachers are adapting to change with difficulty,
As shared by Master Teacher G though they are experts in their field monitoring
“Although lessons are carefully chosen by the MDL teachers are a new thing to them. Giving
experts and objectives are taken congruently feedback seems to be difficult especially that
from MELCs and scheduled activities were they don’t observe what the teacher is doing in
delivered among their students’ but the her class. Some objectives applicable for
satisfaction of each teacher is really modular distance learning are difficult to
incomplete.” (sabi ng mga guro “ hindi naming interpret since there are times that narration by
alam kung natuto nga ba ang bata namin, kung the teacher and the documents, they
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Teachers at TMCNHS, pp. 148 - 156
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presented are not enough to justify the Reporting, 6) Community Linkages and
attainment of the objectives. From DepEd Professional Engagement, and 7) Personal
Order No. 42 s. 2017, the 7 Domains included Growth and Professional Development. The
in the Result-based Management System first 5 key result areas are observable in the
(RPMS) that are required to accomplished by classroom and concerns of the master
teachers to be effective in the 21st Century in teachers. Due to change caused by COVID 19
the Philippines includes: 1) content, KRA, monitoring of MDL teachers focused on
knowledge, and pedagogies, 2) learning teaching standards and pedagogies and
environment, 3) diversity of learners, 4) learning assessment.
curriculum and planning, 5) Assessment and

Table 1
Experiences of master teachers in monitoring the modular distance learning teachers
Responses Code Category Theme

Master Teacher A stated, “Lot

of adjustment is needed since Adjustment New monitoring process
the materials and methods (in the materials and
needed for monitoring are method used)
different from before.” Change in the
Master teacher C mentioned monitoring process
“Monitoring MDL teachers in Document Analysis Presented evidences
the new normal is different and (new way of presenting
quite difficult since observation MOVs)
is based only on documents.”
Master Teacher G shared “I
find hard in giving my Observations and Feed backing
observations and recommendation and
recommendation and technical technical assistance
assistance to teachers of
modular distance learning.”

Master Teacher E claimed that

“it is very hard to know how well Learning process
the teachers do their part in the
learning process” Focus of the
Master Teacher C said Pedagogy Observation
“monitoring the modular Monitoring the strategies process
distance learning is a bit difficult used based Documents
since our way of monitoring is (based on the
just based only on the Domains in the
documents submitted by the RPMS for teachers)
teachers”
Master Teacher S mentioned
“I think the focus should also
include how teachers’ utilized Ways of utilizing
assessment and how they assessment Assessment
communicate to their learners
as well as the learning
facilitators”
Master Teacher E mentioned
that “it is important for us to Communicating the result of
determine on how the learning student’s performance
facilitators at home
communicate the result of what
the students did to the teacher.”

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2. Different challenges encountered by the

Master Teacher E agrees with the
master teachers in monitoring modular
claim, “although we do weekly Kamustahan
distance learning teachers in Trece
where teachers share stories on how they deal
Martires City National High School.
with their students specifically when it comes
to compliance of the given tasks, I think it’s not
2.1 The Waves in Monitoring Modular
enough to determine how the teacher is really
Distance Learning
performing.”
From the point of view of the master
Second, since master teachers are
teachers, the following are the challenges in
also teaching several sections at the same
monitoring modular distance learning
time monitoring and giving technical
teachers: First, monitoring the teachers using
assistance to their colleagues, scheduling of
their stories, WHLP and LE as evidence seems
observation becomes a problem. According to
lacking.
Master Teacher G “because of files of works in
checking the output of my students (due to two
As Master Teacher A mentioned “since
weeks duration before the retrieval of output)
monitoring have limited basis and evidences,
as well as communicating with their parents
feedbacking or giving technical assistance also
and/or home learning facilitators I find it hard to
becomes a problem.”(lalo na po sa amin na
schedule monitoring my 23 co-department
ang Weekly Home Learning Plan ay by grade
teachers.”
level, pagkababa send na agad sa adviser,
hindi na rin po sure kung ito ba e minomodify
depende sa needs ng mga bata).

Table 2
Challenges encountered by the master teachers in monitoring MDL teachers.
Responses Code Category Theme

Master Teacher A mentioned

“since monitoring have limited Limited basis and evidence Insufficient evidence
basis, evidence, and presented
feedbacking or giving
technical assistance also
becomes a problem.”
According to Master Teacher Challenges
G “because of files of works in Tons of assigned work Jam – packed Schedule (in the Monitoring
checking the output of my process)
students, as well as (Hard to schedule the
communicating with their monitoring)
parents and/or home learning
facilitators I find it hard to
schedule monitoring my 23 co-
department teachers.”
Master Teacher A said “we
find difficulty in meeting each Difficulty in meeting Time trouble
other in school because
selected teachers are
requested to duty per day.”

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Third, since no face-to-face study in Elementary and Senior High School

observation happens Master Teacher A level.
mentioned that she finds difficulty of reaching
out the teachers due to differences in CONCLUSIONS
schedule. “Google meet, text, phone call and
video call are usually the platform we are using Based on the findings, the following
for monitoring purposes this is because we find conclusions are drawn:
difficulty in meeting each other in school
because selected teachers are requested to 1. Master teachers experienced transition/
duty per day. Though the previously mentioned change in the monitoring process,
online communication platform helps us to presenting pieces of evidence, and
communicate easily, still there are schedules feedbacking. They rely on what the
for monitoring that don’t match.” teachers told during the monitoring
period and what documents they
Master teacher C added “monitoring is presented to support their claim.
done after the conduct of classes which usually 2. Master teachers are adapting to change
becomes a problem sometimes because since with difficulty. Giving feedback seems to
I also have classes on the set time, we be difficult, especially that they do not
sometimes agree to have the monitoring at 5 observe what the teacher is doing in the
PM or even 6 PM which is supposed to be the class. Some objectives applicable for
time given for the family. modular distance learning are difficult to
interpret, there are times that narration
Based on the shared experiences of made by the teacher and the documents
Master teachers the challenges that catches presented are not enough to justify the
the attention and need to give immediate attainment of the objectives.
solution are the following: 1) monitoring 3. The challenges encountered by the
through stories and insufficient evidence Master teachers that should be prioritized
presented leads to a problem in feedbacking/ and need to be given immediate action
giving technical assistance. 2) Jam-packed include:
schedule due to master teachers’ other a) Monitoring through stories and
functions in school like teaching students, insufficient evidence presented
doing reports and others leading to the leads to a problem in feedbacking/
difficulty of setting the schedule to monitor giving technical assistance.
MDL teachers and 3) Time trouble, the b) Jam-packed schedule due to Master
difficulty in reaching out teachers due to teachers’ other functions in school
difference in schedule like teaching students, doing
reports, and others leading to the
3. Future Direction of the Study difficulty of setting the schedule to
monitor MDL teachers and
Through the result of this study, c) Time for trouble, the difficulty in
TMCNHS may conduct a Learning Action Cell reaching out to teachers due to
that focus on the enhanced strategies in differences in the schedule.
monitoring MDL teachers. Also, DepEd-Cavite
may utilize the results in designing various RECOMMENDATIONS
Professional Development Programs/trainings
that would enhance the capability of Master Based on the findings of the study, the
teachers to monitor teachers teaching under following recommendations should be
the modular distance learning. It can also considered.
serve as baseline data in conducting related
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ESPINELI, N.P., Lived Experiences of Master Teachers in Monitoring Modular Distance Learning (MDL)
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1. Conduct related studies to Master Laudea, T.M., Ralarb, T.J.T., , Arcenal, J.T., (2018). Master
teachers as instructional leaders: an exploration of
teachers teaching at the Elementary school leadership capacity in the Division of Biliran.
and Senior High School levels. International Journal of Sciences: Basic and Applied
2. Investigate the lived experiences of the Research.
School Heads at the Junior High https://www.gssrr.org/index.php/JournalOfBasicAndAp
plied/article/view/9011
School Level in terms of monitoring
Modular Distance Learning and Online Mc. Clean, W. A. (2009). The master teacher: role and
Distance Learning teachers or master responsibilities in the reform process.
https://files.eric.ed.gov/fulltext/ED505868.pdf
teachers.
Mertens, D. (2005). Transformative paradigm: Mixed
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https://www.academia.edu/37378137 Nina P. Espineli, is a Master Teacher I at the
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DO No. 42. S. 2017. National adaptation and implementation Copyright of this article is retained by
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P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com

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