Senator Bernie Sanders once said, "Education should be a right, not a privilege." In the Philippine context, the 1987 Constitution guarantees the right to education for every Filipino. Article 14 Section 1 says that, "The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all."

According to a statistic released by the Department of Education (DepEd) and the Commission on Higher Education (CHED) in July 2020, enrollment for this school year was lower than in previous years, with the majority of the reasons attributed to the pandemic situation. The worst part is that millions of students failed to enroll during the pandemic.

In lieu of the traditional method of education or face-to-face, flexible learning, or the combination of digital teaching and other offline methods such as giving activities, were adopted by DepEd and CHED.

The Governance of Basic Education Act of 2001, together with the Free Secondary Education Act, further supports the right to a quality education for every Filipino. The majority of the students’ concerns are about the quality of education in flexible learning, which is not tantamount to the quality that face-to-face learning can give. Behind the platform that a certain school is using, the teachers and students don’t know the exact things that others are doing. In addition, there were times when a student's rights were violated. Some of the reasons are that the current education method that we have contributes to the academic stress or anxiety that, if no action is taken, can result in academic related suicides.

As we define flexible learning, a concept of "more on passing requirements rather than learning," it sometimes invades students' free time or rest day due to many activities. In this instance, being inconsiderate and unappreciative on the part of the instructors has a great impact on the students’ mental health as well as their performance in the midst of a pandemic. Furthermore, there were a lot of petitions proposed for the academic freeze or betterment of the current method in the introductory phase of the pandemic. However, until now, the issue still exists and resonates.

Along with "education for all," not all students are fortunate enough to afford the two proposed modes of learning, which are online and modular. Due to COVID 19, we are all aware that most people lost their livelihoods and we also know how expensive flexible learning is. The problem of equal access to education does not stop there. Though some have access to technology and gadgets, not all of them are able to utilize them well since they're not exposed to how technological advancements work. There were also cases of poor internet connection.

There were a lot of concerns mentioned that opposed students’ rights during this pandemic. These should be considered before leaving a large number of students behind.

In contradiction with the above quotation and to the 1987 Constitution of the Republic of the Philippines, Article XIV Section 1, flexible learning is only for the privileged. How sad and alarming to know that in order for education to continue in our country, we need to leave behind the children who are also dreaming of a better future. How ironic to implement laws that provide quality and equal education if, in the end, we will oppose or violate them. Depriving students of their rights affects several aspects of their lives, such as emotional and mental. We are all aware of the increasing number of academic-related suicides where at some point the student's rights were violated. How many more lives need to be lost to hear the students' grievances?

Listen to and consider the concerns of the students before it’s too late. Lift up students’ voices during the new normal’s flexible learning method. Uphold students’ rights. 

To combat the spread of the COVID-19 epidemic, most governments have temporarily closed educational institutions. As a result of the closure of most schools, the educational process was disrupted, and children began learning at home. Although the pandemic has disrupted students' typical school-based education, this does not indicate that their learning-teaching process will be halted.

The goals and objectives of school administration are to provide students with a productive social life and, therefore, to prepare them for the art of cohabitation. Moreover, it aims to prepare students for a career path that is aligned with their interests and abilities. Also, it aims to assist students in the development and blossoming of their personalities. To create a safe environment for experimentation and study.

In fact, the Philippines is one of the democratic countries where people's power dominates over government authority. Due to the country’s democratic values guiding its educational framework, school activities should reflect this mindset. The headmaster should have a democratic approach toward all parties involved, including professors, students, and others. He should make judgments after talking with those who are affected. The foundation of a successful administration is a successful ideology.

In a democratic educational institution, the administrator is a friend and a mentor. He consults with his coworkers, values their opinions, collaborates with them in staff meetings, and meets with them on a casual basis. He acknowledges the value of each child, discovers his abilities, and provides him with support and guidance.

In a democratically controlled school, the headmaster does not see himself as a dictator and delegates his authority to teachers and students. Students are responsible for some aspects of the school curriculum, although they are supervised by a teacher.

The school's headmaster is regarded as a team player and is part of the administration. In a democratic government, everyone is treated equally and given an equal opportunity to work. Rather than seeing himself as a head instructor, the headmaster sees himself as a coworker or an individual.

In a democratic government, everyone should have the greatest possible freedom of work, speech, and initiative. Only in a free environment can students develop in a balanced manner.

Everyone should be given sufficient freedom to exercise their strength and talents. In a free environment, individuals can only acquire the power of critical thinking, which is a necessary component of democracy. Educational leadership must cling to what is excellent, modify what needs to be changed, and be fruitful in understanding individual diversity among all personalities engaged.

The wellbeing of the students is the primary goal of all educational initiatives, and sufficient possibilities must be provided for their healthy development. Whatever is done in school should be for the benefit of the students, by the students, and for the benefit of the students. The majority of educational management must be oriented towards the students.

The democratic approach of school administration is advisable, especially during a pandemic where the school needs to listen to and consider the concerns of its members.

It has been a challenge considering that the curriculum K-12 were planned for face-to-face situations and are now in transition to remote distance education. In other words, it was not planned to be carried out online. It has taken a long time to adapt these activities and redefine objectives and results. On the other hand, there is a greater challenge, due to the situation of inequalities among students, mainly socio-economic inequalities. The sudden switch to almost online teaching was challenging equally for both the LGU, teachers, students and to the parents and guardians.

This pandemic having internet access is really a necessity, all of the sudden all of us in our neighborhood are rushing to have a Wi-Fi connectivity that is really a basic need to teach and learn through online but a really big problem to those who are in depressed areas who are known as “isang kahig isang tuka” they can’t even afford to buy their own food so how they can be able to have the access to online class that is a really challenge not only for them but also for us as their teachers.

As a public-school teacher, due to pandemic crisis, we are assigned and need to create self-learning modules, content development in online systems like LMS and identify and use convenient E-learning application systems for synchronous and asynchronous classes in a very short span of time. We really need to be really equipped and learn to use all of this so that we can also be able to teach our students on how they can join us in our online class and distribute safely their self-learning modules for them to be able to continue to learn amidst pandemic and we as their teacher continue to deliver the quality education that is acceptable to their learning styles and to the level of each student.

As time passed by, I am really amazed how I’ll be able to adjust and adopt to learn and do online classes. Even if internet network systems and electricity supply are not always reliable here in Metro Manila, that interfere with the access to the teaching and learning platform, thinking how much more to those teaching in remote areas.

Some other various challenges which include affordability or discipline as some parents would normally not give their children these devices until they get to a certain age. It has been a challenge to some parents who either had to buy with hesitation and had to share their devices supposedly for their online work but also a need for the online class of their children. The time management of parents who is also working but need to make themselves available to assist their kids in learning on online classes is really a big sacrifice for many of parents, but in this kind of situation it’s a big step in always trying our best to continue and give the best of our time for their education and to their future.

Each in the LGU public and private sector also make their full efforts in providing the gadgets needed for E-learning however parents who are no read no write really find it hard to accomplish the requirements of borrowing the said tablets because of lack of documents like birth certificates etc. that really a big hindrance in acquiring the gadgets. Some of my students said that they have already borrow the said tablets but later on some need to be repaired and the problems is there are no repair services available because of shops who repair gadgets were already closed. Some are trying to use cellphones for online learning but because of the fast face of technology some cellphone for educational use is not that reliable, mainly some can’t access other apps needed for online classes.

Not to forget also that each students have different learning styles: auditory, visual, kinesthetic, and mixed. All of this was become challenging on how to deliver and cater the needs of each student. Those students from elementary level, which are classify as the very crucial stage and where reading and numeracy should be really a focus. But a big question to those who really can’t afford specially those who are classify as the poorest of the poor, though we able to give them the self-learning modules but really a big question on how they able to learn by themselves specially if their parents are not that educated to teach them.

My experience has produced mixed feelings. First thing is that I was very impressed at the speed at which our teachers and students adapted to the online teaching idea the synchronous and asynchronous classes and how parents trying to talk to the teachers and really give effort for their children to learn by using the self-learning modules. It was become better than I expected. It’s amazing how after a month of trainings and collaboration, webinars with follow up survey, both parents, students and teachers have adapted to the new normal to a certain extent though not 100%—overall learning amid pandemic is really a challenging experience but fortunately, we have found ways of overcoming some of these challenges because we Filipinos are very flexible, innovative, and always positive amidst pandemic and education crisis.

For this next academic year, more likely some says that there will be a face to face (f2f) and some says mix of online and some says online-only they also add the term hybrid teaching methods which they said most likely be of used. They call it hybrid approach which includes both online and face-to face to different ratios for the delivery of teaching and learning.

However, if things get worst because of Covid-19 health crisis, then teachers and students can switch completely to the online-only method of delivery and self-learning modules. But thinking about all of this method and strategies. We survived this for almost three years in this time of pandemic, and we are doing great and as a teacher we are really thankful to the parents and guardian’s sacrifices and the cooperation hand and hand to deliver safe and quality education to their children and really, we can say that our God is really helping us to get through this.

A true leader is one who is capable of producing more leaders.

Teachers are seen as agents who facilitate students gain awareness and understanding. Moreover, they mold students into citizens with high integrity and competence. They seek out, develop, and generate experts who are considered to be the future's hope. Most of the time, they teach the lessons associated with the course or subject to which they have been appointed. They frequently rely on learning and teaching material provided by the highest educational institutions, such as the Department of Education (DepEd) and the Commission on Higher Education (CHED).

They also frequently multitask. Teachers work in a similar capacity as secretaries. If you're a student reading this, you've probably heard your teachers tell you that your grades are determined on your performance. They claim they aren't the ones who determine your grades. Instead, they are simply documenting the outcomes of your academic activities. Teachers are supposed to record data from students in a transparent and honest manner in order to ensure the accuracy and credibility of the educational achievements.

Furthermore, they are considered second parents who teach their students out-of-the-academe topics. Those are issues that are frequently observed and applied in real-life situations. Teachers play a pivotal influence in shaping their students' personalities and self-actualization. More than the academe, it is the etiquette, moral values, and guidelines that students can learn from their teachers.

Additionally, teachers are role models for their students, co-teachers, and other members of the school. Teachers have their own workplace etiquette that is strictly implemented and followed. Through obeying those rules, they are a paragon of discipline and standards. With that, teachers possess leadership. They are the leaders of education. Leaders stand up, raise concerns, and develop solutions to the infirmities present in various fields. Teachers cure educational issues such as ignorance. Ignorance is what kills most people. Ignorance is what makes most of the problems worse. Ignorance is the cause of most conflicts. Ignorance is the central setback of slow progress or no progress at all. What is ignorance? Ignorance is the absence of knowledge and reliable information. It is the cancer in society. A disease that can only be cured through education and leadership.

In educational institutions, the student body is commonly termed the Supreme Student Government (SSG) and represents the totality of the students. They voice the majority of the concerns and suggestions of the students. SSG commonly consists of student officers elected by the students of a certain school. They receive both power and responsibility. Simply put, their responsibility is to use their power to fulfill their duties.

SSG are guided by their SSG adviser/s who are also leaders and teachers. They are teachers that possess an extra level of leadership skills. They guide, mentor, and inspire those student leaders to elevate their leadership and other skills and wisdom. When the perfect timing occurs for these students, they can persuade more students to be leaders. Hence, teachers and leaders are interrelated jobs. Teachers lead their students, and leaders teach their students.

Department of Education (DepEd) has prepared various alternative learning delivery modalities as a response to the COVID-19 situation in the country. Amid the pandemic, especially when the learning modality of the students is modular distance learning, they are only learning at their own paced. It will greatly help them to use instructional videos in the learning process. This study aimed to determine the students’ perceptions of the use of competency-based instructional video and its relationship to the students’ performance in Cookery through the help of a self-made questionnaire and pre- and post-test results. The quasi-experimental design was used in the study. The respondents of the study were the 30 Grade 9 students in Cookery during the school year 2020-2021 at Tanauan School of Fisheries. The study used a survey questionnaire and pre and post-test to gather the data needed in the research and administered personally by the researcher to the student respondents. Findings revealed that there is a significant difference between the pre-test and post-test scores of the students’ performance in Cookery. And after all the data was gathered and calculated, the result reveals that there is no significant relationship between the perception of competency-based instructional videos and the students’ performance in Cookery. The hypothesis stating that there is no significant difference between the pre-test and post-test mean scores of the students’ performance in Cookery in terms of remembering, understanding, applying, analyzing, evaluating, and creating was not supported by evidence. Thus, the hypothesis expresses that there is no significant relationship between the perception of competency-based instructional videos and students’ performance in Cookery was supported by evidence. It revealed that when the independent and dependent variables were computed against a 0.01 level and 0.05 level of significance, the result showed that they were not significantly related to each other.

Keywords: Competency-based, Instructional videos, Students Performance, Cookery

Reading is not only confined to students in institutions where all individuals do not have easy access. People from low-income families are unable to access these institutions for learning and reading, despite the fact that reading is beneficial to everyone for a better comprehension of life. Reading has value as a source of knowledge, and everyone has the right to obtain knowledge. Book reading does not imply reading only course-related books for which students are required to attend lessons in boundary-wall institutions in order to pass tests (Bean, 2009).

It contains a variety of reading materials such as magazines, fiction books, comic books, newspapers, and general information to help students of all levels develop their brains. Distance learners intend to expand their knowledge of these topics at home or in locations close to home, free of the constraints of a boundary wall. The involvement of young students in reading is important for their future success (Belk, E. J. A. (2004).

The use of new information and communication technologies (icts) in education is rapidly increasing. One of the most common applications of icts is distance web-based teaching and learning. Some empirical studies indicate that web-based teaching and learning is beneficial because students' satisfaction, performance, attitudes, and scores are comparable to those in a traditional classroom setting. Nonetheless, Phipps and Merisotis (1999) contend that "accepting these findings at face value may not be sensible" (p. 3).

A Case Study written by Junilyn Tingson about “Addressing Reading Comprehension Difficulties in Printed Modular Distance Learning: A Case Study” investigated how teachers solve students' reading comprehension challenges in Printed Modular Distance Learning (PMDL) in the context of the prohibition of traditional face-to-face sessions during the COVID-19 pandemic. The semi-structured interview was employed in this study to collect in-depth data from their four Junior High School English teachers that work with the PMDL pupils. As a result of the pandemic, the researcher distributed interview guide papers and employed audio recorders to accurately document the responses. Thematic analysis was used in this investigation. The study found that teachers were able to determine or discover students' reading comprehension challenges by assessment scores or task outputs, which were then verified through the students' previous English teachers' backgrounds. Furthermore, teachers assist kids who use PMDL in strengthening their reading comprehension skills by maintaining open communication and close collaboration with the students' parents or guardians, as well as giving reinforcement activities.

To conclude, there are also reports on the preliminary findings of an ongoing study aimed at investigating the responsibilities that a teacher plays in a reading comprehension distant web-based course. According to data research, teachers are taking on new duties such as correcting technological problems, offering fast feedback, communicating with students in unconventional ways, providing time management advice, and acting as a continual motivator. It was suggested that educators require training for these new teaching positions, as well as an examination of web-based distance learning environments as a long-term option that necessitates their active engagement.

Key words: Distance web-based learning, reading comprehension, challenges, teaching, teachers' roles, technology, distance learning.

REFERENCES:

Bean, R., M. (2009). The reading specialist: Leadership for the classroom, school and community. New York, NY: Guilford Publication, Inc.

Belk, E. J. A. (2004). Achieving a balance in first-grade instruction. In S. M. Blair-Larsen & K. A. Williams (Eds.). The balanced reading program: Helping all students achieve success. New York: International Reading Association.

Jorge Hugo Muñoz Marín & Adriana González Moncada, Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers, 12 Profile Issues in Teachers` Professional Development 69–85 (2010), http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S1657-07902010000200005&lng=en&nrm=iso&tlng=en (last visited Apr 21, 2022).

Learning loss refers to any loss of knowledge and skills, as well as any reversal in academic progress. The term "learning loss" has been used to describe the educational setbacks that students may experience when they are absent from class for an extended period of time. Because of its perceived limitations, learning loss can never fully replace in-person learning.

For a variety of reasons, learning loss can manifest in a variety of ways. There are several types of learning loss, such as "summer learning loss," "interrupted learning," and "returning dropouts." Many twelfth-grade students choose to take fewer classes or leave school after half a day.

School suspension or expulsion is a common form of absence that can result in learning loss. According to some studies, highly effective teachers can teach students a year and a half (or more) of content in a single year. Other teachers may only teach a half-year's worth of material to their students over the course of a year.

The COVID-19 pandemic highlighted significant gaps in opportunities and access for low-income communities of color, disproportionately affecting these students. Educators and experts disagree on whether or not using the term "learning loss" adds insult to injury. Regardless of how you interpret and label the terminology, it is clear that schools must now be tasked with learning recovery. The strategy for accomplishing this should be determined by the type of learning that is at stake.

The COVID-19 pandemic is profoundly changing society, often exacerbating social and economic inequalities in its wake. Governments all over the world have moved to ban face-to-face instruction in schools, affecting approximately 95% of the world's student population. It is critical to determine whether students learn less during the lockdown and whether disadvantaged students learn more.

Teachers can help to ensure that educators always have the most up-to-date tools at their disposal in order to future-proof the learning environment. Educators can also honor and recognize students' accomplishments over the past year by providing creative, meaningful, and challenging schoolwork. Attempt to learn from data and assess each student's needs in order to create a blended learning environment that combines non-technical and technical skills. Many schools have already used this money to buy new technology and replace outdated, inefficient traditional systems. Consider how you can best connect with your students, no matter where they are.

Learning loss occurs when students are absent from a formal classroom setting for an extended period of time and lose their literacy and numeracy skills. The term has come up in connection with the topic of summer vacation. Students adapted and persevered in school while dealing with the pandemic's various at-home difficulties.

According to a survey conducted in the United States, more than 40% of students and parents see "negative mental health effects" of remote learning in their children. Mental and emotional stress, anxiety, depression, and panic attacks are all examples of mental health issues. The parents have noticed a variety of behavioral changes, including increased stress, low self-confidence, boredom, listlessness, and decreased motivation.

Students impacted by the coronavirus pandemic were forced to miss an entire semester, if not an entire academic year, of university studies via distance learning. More than 55% of the respondents of the research paper titled "IMPACT of distance learning on student mental health in the COVID-19 pandemic" found that student mental state of health in the COVID-19 pandemic had changes in their usual sleep patterns. Moreover, more than 80% of students reported that prolonged use of digital tools for learning (mobile phones, laptops, iPads) influenced their sleep patterns.

Teachers are frequently the first to notice changes that may indicate the presence of underlying and/or developing mental or emotional disorders. If you notice behavior that could indicate an underlying problem, you could be the reason a student seeking help for an emerging or underlying emotional or behavioral disorder gets it. That could be more than a good thing: it could mean the difference between life and death.

An unmotivated student who attends every virtual meeting and is eager to communicate may be seeking assistance or support. Communication, communication, communication. Different students' behaviors may mean completely different things. For example, a student who is more talkative than usual may be doing so for one of two reasons. Communicating with them (or their parents) via email, phone, or videoconference is the best way to tell the difference.

Assume good intentions. Assume that every student requires a check-in. When you figure out what's going on, you'll be able to provide the necessary assistance. If you don't make contact, you're less likely to understand how to best support your student. When a student you care about is absent, don't assume the worst.

Some children have coped well with the COVID-19 pandemic's restrictions and school closures. Others find it difficult to cope with all of the changes and uncertainty. It is critical to listen to students' concerns and show understanding and empathy. Children want and require accurate information. Engage students in making the classroom a welcoming, safe, and comfortable environment.

Teachers can instill feelings of safety and security in their students by interacting with them and developing positive relationships with them. Keep an eye out for any signs of child behavior that is interfering with their ability to explore, play, and learn. Teachers can set a good example for their students. Maintain a calm, honest, and caring demeanor when dealing with children. 

Retention is far superior to turnover. High employee turnover causes a slew of issues, including increased costs, knowledge loss, and decreased productivity. A solid retention strategy saves your company time, effort, and money. When employee morale is high, the workplace becomes a more pleasant environment. Employees who are happy radiate joy to their customers.

Employee happiness is associated with high engagement, and high engagement results in better customer service. Employees who are highly engaged are 1.8 times more likely to say they will continue to work for their current employer a year from now.

Most school leaders strive to make their school a place where great teachers want to stay. Providing a variety of learning opportunities has been shown to improve retention, motivation, happiness, and performance. Teaching can be an isolating experience, but we know that participating in professional learning communities improves student outcomes.

No reform will work unless the people in charge of implementing it are present, so soliciting feedback and including them in decision-making is critical. There is no one-size-fits-all solution for retaining teachers, but we can try to make schools more inviting, creative, and exciting.

Developing a new teacher retention plan is a good place to start, but someone must lead the charge. Providing a highly trained and effective coach is the most effective way to retain new teachers. A coach can assist a new teacher in developing a professional development plan. Coaching that addresses the stress, pressures, and emotional exhaustion of teaching is more likely to keep a teacher in the classroom. Coaching is strategic, intentional, structured, and highly effective when done well.

According to one study, one out of every five teachers will leave the profession if they do not have access to collaborative relationships. School districts can avoid this by providing their teachers with the resources they need to succeed. The most effective ways to increase teacher retention rates are through high-quality induction and mentoring programs. Furthermore, it has been discovered that teachers are more concerned with cultural conditions than with clean facilities or technology for their work. According to studies, schools should invite teachers to school board meetings and include them in major district decisions.

By educating teachers and students on essential safety procedures, your school can cultivate a culture of safety. Give teachers more control over how their classrooms are managed to foster a trusting environment.

Retaining teachers builds stronger relationships among all the members of the school because trust and loyalty are earned and a family is formed.

The turbulent years of this pandemic has halted and slowed down education. Teachers and students have been experiencing an exceptional time of disruption.

On a positive perspective, this pandemic has also provided us time to rethink, relearn, and reflect on our ways of teaching. We are witnessing how adaptable and resilient educational institution and all of its bodies can be. This has been in fact, tagged as the “silver lining of our education system.”

In this era, technology has been playing an integral part in the teaching-learning process, particularly with the sudden shifting from the traditional classroom setup to digital delivery of education and online learning platforms. Evidently, technology has promptly revolutionized education to manage the new normal situation and cope with the unforeseen global health.

Technology bridges gap between teaching and learning. It has allowed instant dissemination of knowledge and allows easier access to communication. Technology has allowed students to take control of their learning and has prevented separation of students from the educational institution. Moreover, learning and interactivity have been made possible with e-learning. This is according to the latest insights as to how exactly modern students of today prefer to use technology and how does their learning get an impact if they use technology. They also find it much more interactive, as well as full of interesting areas, when aided by technology. The transfer of knowledge becomes very easy and convenient, as well as effective.

         Given the impacts of the pandemic, the move towards e-learning and new normal in education might has been hasty and unanticipated but still a necessary one. The wonders and greater potential of technology are yet to be discovered.

Educational administration is not something that can be prescribed as a policy. It stems from culture and treatment. The manner in which you treat your constituents is how you expect them to cooperate with you.

The overall management and control foundation of an institution is usually handled by a person loaded with qualifications. This person in charge is commonly called the "administrator". The administrator job is a profession that is equally open to everybody as long as they have a sense of leadership and moral governance. An administrator is called a "school leader". They are the heads of educational institutions. They function and relay plans, rules, and orders to different school segments. School leaders are the ones who make the final decision. However, this fact does not give them the opportunity to abuse power. They have the final say, but they must respect and adhere to the decisions of their stakeholders. More than decision-making, the implementation of rules and policies to govern, direct, and control the behavior of all students. It ensures the safety of every student, teacher, parent, and other school staff. In that way, it mitigates school issues such as bullying, gender bias, and discrimination. They have the power to create and execute their regulations, but they must be designed concerning the rights of all people.

The satisfaction of both educators and students is the primary goal of school administration. Satisfaction from its stakeholders serves as a determinant of the school's efficiency. Educators' satisfaction is equally important to students' satisfaction. Also, teachers' satisfaction will motivate them to work harder for a higher quality education that determines their productivity. Instructors that are satisfied have commitment, passion, and high involvement in their job. Their commitment is reflected in their behavior, which reflects their attitudes and beliefs under the school's policy.

Satisfaction on the part of the teachers affects their treatment of their students, which is directly linked to learner satisfaction. Students’ satisfaction is a determinant of academic success. Academic success is measured in three ways: loyalty, students’ achievement, and positive word of mouth or appraisals from the students. Then, academic success affects the efficiency, readiness, and growth of the school.

To achieve educational reform, the students must be satisfied. The students' satisfaction is impacted by the educators' fulfilled demands from the school administrator and its highest governing body. Enhancement in internal service quality of a school, which includes workplace design, job design, tools for teaching and learning, teachers' training and development, and teachers' rewards affects the teacher’s retention and productivity.

The school is efficient in it sense of it can empower educators, students, and the entire school community.

Try to observe your surroundings. What are the things you saw? A television? A smartphone? Appliances? Cars? Laptops? Desktop?

         People across the globe are embracing the products of technology. In a business landscape, technologies are part of the capital. Also, a virtual realm in a business setting is a strategy. In the medical field, advancements are possible through numerous equipment and inventions. Many industries in the modern era will not able to survive without the presence of technology. At some point, technology defines life. Have you imagined yourself without technologies in months?

         In the year 2020, the closure of most industries strengthens the demand for technologies. In educational discipline, flexible learning relies on technology. Online learning requires students and teachers to have at least smartphones and a stable connection to catch up on lessons over online platforms. In addition, software and application assist students in their school work such as Microsoft Word, PowerPoint, Excel, Canva, etc. Moreover, the need for expertise in technicalities is another challenge experienced by the students. In line with this, parental involvement is recommended to further assist students in learning online.

         Besides that, technology helps students find more ways to learn rather than schooling. YouTube and Google are invented to share information with a broader audience. In just one hit, the information you need is already available. However, the risk of disinformation and fake news might affect the learning activity of the students. Learning lies is not learning at all.

         Educational technology builds bridges between student-to-student interaction and student-to-teacher communication. A group project can still be given even in an online modality through available social media sites such as Facebook, and Instagram. They can video call their classmates and have a virtual bonding with them to lessen the isolation, depression, and anxiety cases. Teachers can reach parents and teachers over social media accounts. It is easier but less formal. In a pandemic context, it may be the best way to socialize with other people.

         Teachers are also benefited from technological products. For instance, Microsoft Teams and Zoom have features that can download the attendance. The teachers will just press the download button and the attendance is already available. Less hassle on their part. In computing the grades of the students, they no longer need to manually calculate all the scores. Excel can be used to quickly calculate the grades of the students. Traditional teachers usually used vulnerable materials such as manila papers, cartolina, and other forms of paper materials during discussion. Modern teachers may use Powerpoint presentations or Canva as their visuals in teaching. It is more secure, can be saved, and is more creative.

Technology undoubtedly advances the teaching-learning environment. It made it more modern, more convenient, more innovative, and extraordinary. As time passed by, new demands are explored, and more technology will be needed and introduced.