ABSTRACT

This study determined and analyzed the Digital Readiness of Teacher: Basis for a Proposed Plan of Action in Angeles city during the School Year 2021-2022. It looked into the digital readiness of teachers in two components, Software & Hardware and digital readiness of Knowledge in Content knowledge, Technological knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge as basis. As a result, the digital era has heightened interest in school digital preparation.

Based on the digital readiness analysis conducted on 212 teachers, with generated reports, it was indicated that teachers and learners revealed some problems with unstable connectivity, which resulted in a response time of (98.6 percent). Teachers and learners faced a lack of computers, laptops, and other devices with a response rate of less than a quarter of a percent (60.8 percent). The teachers reported a response rate of 47.6 percent as a difficulty for students unable to participate in the online learning environment and a response rate of 34 percent. Teachers encountered computer literacy at a rate of 45.8 percent. The question of how to change the teaching time and methods received a 42.9 percent response rate from educators and a 23.1 percent response rate from learners. As well as the teacher's readiness on Software, specifically on text messaging that received "less ready" result, and Hardware, specifically on transporting files from floppy disc/cd rom that received "less ready" result.

Respondents were "ready" with Software. However, teachers should consistently use and readiness for text messaging. Most respondents were "ready" for Hardware Familiarity. Respondents were "ready" in subject knowledge. Enhancing the curriculum should prioritize respondents who were "ready" in pedagogical knowledge. A higher degree of mastery in measuring students' classroom performance should be designed to fulfill the aim. Respondents' technical knowledge was "ready" Enhancing technological mastery should be practiced. The researcher developed a Plan of action to establish a program to educate and develop primary school teachers and fit with online education demands. School administrators are encouraged to provide teachers with seminars and training on skills and abilities. Based on the data, results, and conclusions, recommendations were made to support teachers become digitally ready.

INTRODUCTION

In place of the DepEd order no. 043, s. 2020 regarding the Guidelines on The Alternative Work Arrangements In The Department Of Education In Light Of The Covid-19 Stringent Social Distancing Measures, that shorten the time allotted for conducting classes and prohibit face-to-face classes due to the pandemic situation. The Department of Education (DepEd) and other educational institutions have created online distance learning programs to help students complete their education. Additionally, the persistent danger of COVID-19 in the Country and worldwide poses significant obstacles to primary education. As the DepEd prepares for SY 2020-2021, educators and parents must use alternate learning modalities to guarantee that students meet key curriculum objectives. This will demand unique and imaginative approaches to developing optimum learning experiences and evaluating learning progress under unfavorable conditions.

In online distance education, the teacher acts more as a facilitator than an instructor, actively rewarding learners to participate using various technologies accessible via the internet. At the same time, they are geographically separated during instruction. Detractors wonder whether the Department of Education (DepEd) and other educational institutions are ready for the current situation. Are educators prepared for the changes brought forth by COVID 19? How well-prepared and well-equipped are primary teachers to deal with the new educational system?

As teachers and learners in the primary grades adjust, conducting online classes is the best way to supplement education nowadays. For this main reason, the research would like to perform a study on teachers' digital readiness. The researcher made use of "Technological pedagogical content knowledge" (TPCK), Mishra's, in her investigation (2016). As a result, the research identified initiatives to enhance teaching and learning and deliver continuing education excellently.

METHODOLOGY

This study utilized the descriptive-Evaluation method and quantitative data analysis in gathering the data and information needed to accomplish the purpose of this investigation. It focused on determining the different perceptions perceived by the respondents about the Digital Readiness of teaching online. The first part of the study, analysis of the descriptive statistic was used to describe their responses. Analysis was also applied in getting the themes with regards to the digital readiness of teachers and problems encountered in conducting online instruction.

RESULT

The results showed three parts that distinguished the teacher’s readiness in conducting online instruction. The first part or Part I: “Software & Hardware” Digital Readiness of Elementary Teachers in Angeles City. Software Readiness has an overall mean of 2.88, rated verbally as "Ready”. Hardware Familiarity has an overall mean of 2.67, rated verbally as "Ready”. In the second part or Part II: Knowledge Digital Readiness of Elementary Teachers in Angeles City Content Knowledge (CK) has an overall mean of 2.66, rated verbally as "Ready”. Pedagogical Knowledge (PK) has an overall mean of 2.70, rated verbally as "Ready”.  Technology Knowledge (TK) has an overall mean of 2.90, rated verbally as "Ready”.  Technological Content Knowledge (TCK) has an overall mean of 2.88, rated verbally as "Ready”.  Pedagogical Content Knowledge (PCK) has an overall mean of 3.06, rated verbally as "Ready”. Technological Pedagogical Knowledge (TPK) has an overall mean of 2.86, rated verbally as "Ready”. Technological Pedagogical Content Knowledge (TPCK) has an overall mean of 2.85, rated verbally as "Ready”.

In terms of the problem encountered by teachers in conducting online instruction Majority of the teachers and learners encountered problems having Unstable Connectivity with a response rate of (98.6%). Majority of the teachers and learners encountered the problem of the shortage of gadgets/computers/desktops with a response rate of (60.8%). Majority of the teachers encountered problems with learners who are lack interaction in the online learning modality with a response rate of (47.6%) and Learners who are high in social isolation with a response rate of (34%). Majority of the teachers encountered Computer Literacy with a response rate of (45.8%). Majority of the teachers and learners encountered the problem in the adjustment of time and ways of teaching with a response rate of (42.9%) and Majority of the teachers encountered a problem with a lack of Application of knowledge with a response rate of (23.1%).

Among the problems, the themes derived by the researcher from the responses of the respondents regarding the problem encountered by the teachers are as follows: Unstable Connectivity, shortage of gadgets/computers/desktops, learners are lack interaction in the online learning modality, Learners has high in social isolation, teachers encountered Computer Literacy, teachers and learners encountered the problem in the adjustment of time and ways of teaching, teacher has lack of Application of knowledge. Additionally, teachers with response “less ready” in text messaging which is due to the use of various online platforms to communicate to learners and the use of floppy disk in transporting files which is due to use of flash drive, USB and online drive.  

DISCUSSION

         Digitally, the study revealed the readiness of the elementary teachers based on the two components: software & hardware and the TPACK. Therefore, these two indicators are the basis for identifying the digital readiness of elementary teachers.

The respondents mention various challenges/problems in conducting online instruction; elementary teachers revealed that they mainly encountered the loss of connection during online instruction, same with their learners. Teachers also shared their experiences as they overcame the new era of learning where they needed to change their ways with the help of one another or experts.

        Furthermore, teachers have revealed sentiments toward the need for gadgets, mentioned by the teacher in an interview that these common problems are significant to address. The issues revealed were directly affirmed by the administrators, which may conclude the findings of this study as the most critical issues to be resolved. Furthermore, it was also revealed that teachers were given high administrative support when it comes to training and technical assistance that was given during observations. Therefore, the overall result, as well as the problem encountered revealed by the teachers, will be significant to create further enhancement to the teachers' training and to create revision on the plan and budgets to firmly provide high connections and quality gadgets for teachers and learners to be used. Another vital aspect mentioned by the teachers is the importance of knowing hardware rebooting of the system to handle minor problems when it comes to issues that need to be directly resolved. Teachers are also into the proper arrangement of times and ways to emphasize time allotment for online teaching.

The present study's findings indicate a more significant impact on the teacher's digital readiness in online instruction with the mastery of pedagogies and the content knowledge to be delivered. Consequently, the study suggests that programs and practices should be modified. If teachers participate in developing a robust digital readiness program, they will enhance their abilities and produce 21st century-ready learners.

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The green flag is a millennial slang term that refers to a series of actions or behavior patterns that lead to a favorable correlation with others. Green flags are regularly used on interpersonal platforms such as Facebook, Instagram, Twitter, and TikTok. Green and red signals in instructional leadership represent the sequence of actions that school administrators must take to effectively operate the school.

Educators and other school personnel will never be tolerated for ineffectual or inappropriate behavior by school administrators. Widen your eyes wide to the school setting to discover what the actual crisis is within your borders. Performs conferences to evaluate teaching and learning processes, in addition to other school administration processes. Frequently entering your school's classrooms is an essential part of instructional leadership.

The highest number of students and educators must be recognized by school administrators. Acknowledging their efforts will motivate them and other people to work even harder. It will start giving them the assumption that their efforts have been rewarded with a plethora of gratitude. Everybody will work together to achieve the institution's goals, missions, and foresight.

Educational leaders consistently choose the more difficult right over the convenient trouble. A range of techniques, patterns, and assets can be used to obtain an institution's target, aspiration, and priorities. Every person has the right to pursue their preferences; nevertheless, independence must be associated with transparency. The inclusion of obligation in emancipation could further influence the students to accomplish what is ideal for the school.

Educational success might not be visible in the initial stages of instructional leadership. When things are started working compassionately and accurately, wonderful outcomes occur. Modifying school administrators regularly is not a good idea. As a leader, you must venture into the domain to assess the impact of one's decision-making.

A lack of character in instructional leaders is perceived as a red flag. Red Flags in education management will only wreak havoc on school officials. A school principal places schoolchildren, educators, as well as other school staff first. Genuine leadership is regarded by their fellow citizens rather than being delivered by someone else. This will demonstrate their integrity, fortitude, and professional competence.

The endeavors and commitment a leader provide to influence and hold the entire organization and team to achievement are also what make them reliable and productive. School administrators are essential in providing orientation and fostering a positive learning environment, along with a favorable learning mind frame, in addition to supporting and increasing staff dedication and motivation.

Underneath every competent professional is the unwavering influence of schools and teachers who inspired them to function effectively. Their commitment and passion for educating children empowered them to nurture bright individuals who will serve the country in the years ahead.

Behind the goal-driven and effective teaching and non-teaching staff is the silent and unmatched effort of an unselfish school head that leads the entire institution. Handling and fulfilling a great responsibility is their everyday life. Have you imagined how an effective school leader manages to thrive despite the challenges of leadership? Keep in touch with this article and make sure to finish reading it as we reveal some of the characteristics of an effective leader.

Due to mountains of tasks and the limited capabilities of humans, all leaders will come to a point where they will get tired and rattled about finding an appropriate and instant solution to concerns that arise. With that, a shortcut procedure that sometimes entails inappropriate ways will confuse and try the affirmation of the school heads. Some leaders fall into traps but salute those who remain firm in their decisions and mantra. It is not easy to do the right things at all times, especially when tested by external and internal challenges. It takes a great leader to accomplish this. It takes integrity to choose the right thing, even in those situations where only your eyes can see it. It takes integrity to be an ethical educational leader.

Moreover, school leaders are often viewed as individuals with high positions who have the ability to control their members. However, this belief is not the priority of a real leader. It is important for a leader to be trustworthy. Trust is something that unites everything. It is like a strong gravity attracting everyone to the center of their goals. It forms a solid core that can be used to produce both quality and quantity of output. It takes a high emotional aptitude for leaders to understand and gain an ideal relationship based on trust.

To be an effective educational leader, you do not have to create a false identity just to gain the trust of your students and teachers. You have to show who you are and let their feedback improve you and your service to everyone. Excellent educational leaders are committed to their mission, position, and people.

The school administrators, together with the educators, are capable of elevating and emboldening the students as they fulfill one goal with a united voice.

An excellent school has common features. Leadership, collaborative effort, great expectations, active participation, and remedies. Relatively high standards have been demonstrated to have a beneficial effect on their performance. The assessment process of student growth and achievement is the second characteristic of a school or district. School systems should use appraisal data to evaluate their students to students from those other states.

In the process of establishing academic goals, it is critical to solicit feedback from all parties involved. Student achievement has been demonstrated to optimize in schools in which the entire university society collaborates to achieve common goals.

Appreciation is an essential component of a successful and secure school. Successful schools have a variety of qualified staff and training programs, such as social services. The school's magnitude appears to be an important factor in its potency. Students are more emotionally connected to their teachers and classmates in narrower educational facilities. The further time a student devotes to education and the more effectively that time is utilized, the elevated their accomplishment.

Schools with top-notch teaching staff also perform more efficiently. The intensity, relevance, and performance of educator professional development can all have an impact on school performance. Trust among all of the school community members is essential for increasing a school's efficiencies.

A lot of contemporary teaching standards reach education through a body-of-knowledge methodology. This appears to be an outmoded strategy that proceeds to stymie our endeavors to innovate. Perhaps the initial stage toward a contemporary and innovative approach to education is to reconsider the concept of the education system as the foundation of learning techniques.

A decent education utilizes each asset, competitive edge, and gift, and reflects the potential to enable the students to thrive.   A quality education communicates in the students ’ native language, families, and the society it serves. Every single student and family is treated with respect and understanding. A top school generates students who can understand and sympathize, constructive criticism, preserve, adore, encourage, create, structure, reestablish, and fully comprehend almost everything as a routine. A good education is more involved with students and families than with other school systems or the instructional established order.

It will be disrupted since its students are inventive, equipped, and attached, and they will be motivated by different transformations. A good school is packed with excitement, wonder, hope, expertise, and continuous evolution. A good school is not hesitant to ask for assistance or concede when it has a dilemma, instead of concealing it or reframing it as an advantage. 

As early as the pre-Magellanic era, schooling was informal, purposeless, and unorganized. The school systems that Spain had preserved for over three centuries were temporarily shut down but revived on August 29, 1898. Acting on President McKinley's orders, the Taft Commission enforced free elementary education. Priests and non-commissioned officials were given English as a medium of teaching. In 2017, the Department of education served approximately millions of students, denoting that many more Filipinos are now becoming knowledgeable and ignorance is being erased.

22,133 classrooms and 1,309 technical-vocational laboratory facilities were constructed to enhance the classroom atmosphere. There were 82,725 school chairs supplied, as well as 68.6 million reference books and teaching materials published. 

The administration is the art of governing all components, initiatives, and guidelines of a school. It is individualistic, adaptable, productive, goal-oriented, and result-oriented. A head of school and administrative structure are responsible for making all decisions necessary for the school's optimum functioning. The planning phase must be given special attention because it is the basis for successful school management.

Educational leaders play a crucial part in enhancing the educational environments of their schoolchildren. School officials can develop their expert competencies in a variety of work places. Qualified teachers and other practitioners with leadership experience may be able to advance. The most prevalent applicants for these positions are professional people with a diploma and experience in school authority.

The goal of incorporating the management board is to deliver a high-quality education to every student. With no need for doubt, the best way to evaluate efficacies is through performance. Great quality implies efficacy, and conversely. There are many schemes, but the assets to convey them are scarce. Administrators are anticipated to maximize the use of scarce resources.

Academic performance, good infrastructure, capable teaching staff, qualified students, and a school leadership administration system are all characteristics of the most successful schools. Each school has its own regulatory strategy and techniques, but the mutual interest and crossing spot is to accomplish an outstanding, vibrant, and efficient mechanism. Every participant of the school, particularly the school leaders, must be able to identify and acknowledge the features of a successful institutional framework.

Education funding should be developed at the beginning of each year, taking into consideration prospective income and costs. Extracurriculars will enrich the learning experience and assist learners to gain their educational skills and abilities. A capable and responsible educational leader should be highlighted so that school performance can continue unabated.

Have you ever wondered about the real essence of studying for more than 15 years in order to be professional? Have you been exhausted and realized what is the significance of the study for a long period of time? Let us answer your queries by explaining why we need to start from elementary education and not be able to take a shortcut to college years.

The cornerstone for education, economic expansion, and individual growth is established by primary education. Practices in primary schools should be encouraged in such a way that students' thoughts are induced and they strengthen a desire to learn. The atmosphere within academic institutions should be pleasant and welcoming.

To offer all these demands, a teacher's presence will create an advantage point. Elementary educators have the chance to discover schoolchildren a wide range of new experiences that they would not ordinarily experience. Seeing a child's face light up the first moment he or she truly "gains" an idea or witnesses accounts of a unique adventure is an extremely gratifying experience. Recognizing a child's difficulties as promptly as possible will simply guarantee that modifications or additional assistance structures are kept in place.

Instructing identical classes of students the whole day or throughout the year helps to establish a lasting relationship between student and teacher. Education provides a degree of flexibility that some other professions do not. . While there is some work that must be done whenever the teacher is not in the schoolroom, the teacher's schedule permits for that task to be performed in his or her free time.

Educators are enthusiastic about the prospect of maintaining their education all across their professional lives. Numerous instructors will instruct in one elementary school for several years before determining they want a shift of scenery and switch to a different age level. It's not difficult to obtain approval to teach a different topic and relocate around a certain way. Great teachers strive to prevent stagnation by changing grade levels every few years.

The development of a child is critical for their growth and fulfillment of their dreams. They can learn and be influenced positively by their elementary teacher if they have the rights and knowledge that they deserve. Teaching elementary is the one that is hardest because of the different attitudes and moral values of the students. Elementary teachers are working hard to teach and provide quality learning for their students.

According to  United Nations Educational, Scientific and Cultural Organization (UNESCO), at the altitude of the global epidemic, 1.6 billion youth, or 94% of the globe's schoolchildren, faced funding cuts. Due to the COVID-19 virus's emergence impacts in the Philippines, administrators and educators were tasked with modifying and modifying curriculum coursework and prerequisites. Issues about the psychological well-being of students and teaching staff adversely affected by ambiguity became another factor of concern for the leading figures.

It is well recognized that whenever the virus outbreak struck, it demonstrated the significance of making efficient use of technology and information. A reliable and consistent collaboration is required for successful educational administration to function. Information literacy is becoming a progressively essential trait for administrators at all levels of education because it provides accessibility to a wide range of essential factors. Ultimately, there is no speculation that this pandemic has already been challenging and emotionally draining for all instructors and figureheads.

Schools seemed to be capable of adapting and reshaping obstacles and quandaries into opportunities for personal growth and development for the accomplishment and well-being of their employees and students due to their marvelous and novel solutions.

Management and leadership are both very distinct concepts, however, both are essential for determining an educational individual's attitude. Anyone who is a commander in classroom management can be seen as a process of communication-based on established notions and principles something which finally led to a school's "vision." Amidst their common features, these two continue to be directly connected to the growth of something like the school due to the beneficial modification they deliver.

A school community is nothing more than an acquisition of educators, staff members, devices, funds, and materials without administration. In its apparent lack, growth and manufacturing remain largely assets and never transform into development. Governance, on the contrary side, has a connection to goals since they are the ones who empower, inspire, and instruct the organization.

The leadership's responsibility is not to instill excellence in human civilization, but rather to evoke it, because brilliance already exists. We do not even reflect because of the very long round these. Since we're inquisitive, we continue moving forward, exploring new entryways while doing fresh stuff.

The conditions of instructional leadership and management are inextricably linked and thus utilized synonymously to increase substantially and greatness. Any attempt to distinguish between the two within such an organization is likely to generate more issues than it will address. Let us all remember Peter Drucker's quote, "Management is doing things right, Leadership is doing the right things."

School leadership is the procedure of employing and directing the skills, abilities, and impulses of educators, schoolchildren, and family members toward prevalent academic objectives. Since 1837, the importance of the school principal has experienced multiple modifications. Originally, the superintendent's essential duty was administrative, focusing on the daily operations of the school.

The concept of "educational leadership" can also refer to schemes outside of schools. School principals include state schools, campuses, social projects, and higher education institutions. As a component of an educational leadership division, several master's or doctoral courses are provided along with education and vocational training initiatives.

School administrators assess school management and the education system to ensure consistency with aims and priorities. Overall, school leadership continues to draw on a diverse set of literature, but it excels by focusing on teaching methods, theory of knowledge, and human evolution. It appropriates ideological science and industry in actual trends. Debate within the specialty corresponds to this strain.

School leadership is a collaborative method that draws together the abilities and skills of educators, schoolchildren, and parents. The main goal of educational leadership is to guarantee educational excellence by improving processes, materials, and instruction. This is normally done through cooperation with a variety of individuals, including teachers, parents, students, governments, and the general public.

Education leaders function properly with learners of all ages to support them in achieving their learning goals. Their delegated tasks and obligations are determined by the Department of Education. A master's program is the common school criterion.

Successful leaders include individuals who value social inclusion. They bring energy and stimulate them to concentrate their efforts on a shared goal. This includes establishing a secure and caring environment, one that is optimistic and comforting, where every student or educator can concentrate on achieving the standards required and offer their all. The capacity to communicate with the school community is one of the delicate expertise skills needed.

Generally, education leadership degrees are available at the bachelor's, master's, and doctoral stages. Although bachelor's degree programs are adequate for faculty positions, many people may want to further their training. Doctoral degrees are frequently pursued by students who want to work in higher education or scientific studies. The F SR for funding and legislation, information exchange, stakeholder engagement and governance, and managerial and operational planning are among the topics covered in the courses.

Educational leadership courses provide a diverse range of positions that require meeting the criterion and possessing characteristics that are appropriate for the job description.