Engagement and Satisfaction of Senior High School Teachers and Students during the Emergency Remote Learning Teaching (ERT)

Abstract

This quantitative study aims to determine teachers' and students' perceptions of engagement and satisfaction during the emergency remote teaching (ERT), together with the significant differences of the variables on the teachers' profiles.  Participated by 147 and 409 senior high school teachers and students in a comprehensive Catholic university, it was revealed that the respondents have positively engaged in different virtual lessons and activities.  This affirmative participation also gives way to construct online satisfaction among teachers despite few identified circumstances like the students' poor confidence in their learning, the benefits of online teaching and instructional materials, and school authorities' support. Still, teachers' and students' engagement and satisfaction remain different, while teachers' profiles like strand and year in service appear significant to teachers’ satisfaction while age and educational attainment appear significant for both teachers’ engagement and satisfaction.  Results further prove that the quality of engagement in a virtual learning environment remains a significant academic issue during the COVID-19 pandemic to achieve pedagogical and learning success.  Hence, similar studies on engagement and satisfaction on virtual learning may be conducted using comprehensive tools and methods for a different set of respondents to assess quality instructions and to achieve learning equity.