English teachers blended learning teaching competencies in Angono national high school: Basis for school learning action cell

Abstract

Blended learning became increasingly popular particularly with the introduction of COVID-19 which posed a significant issue in the field of education. Because schools in the Philippines were closed, instructors' pedagogies evolved into remote learning modalities in various forms and platforms and blended learning was introduced. Confronted with such scenario, the purpose of this study was to look at the English teachers' blended learning teaching skills at Angono National High School which served as the foundation for the School Learning Action Cell, or SLAC. Particularly, it aimed to investigate the English teachers’ level of blended learning teaching competencies with respect to online integration, data practices, and personalization by applying the descriptive type of research. Participants of this study were ten (10) Senior High School teachers of Angono National High School who were teaching English for the School Year 2021-2022. Findings of the study connotes that demographic profile of the respondents are not significant thus this failed to reject the hypothesis. Based on the findings, the paper concludes that planning and preparation are the keys in providing effective blended learning teaching. Moreover, in expectations for blended learning, student involvement should be clearly communicated and structured to complement the blended learning mode. Still, as a work in progress, this study suggests future investigation in a different location and the use of other factors in teaching competences in blended learning.