Senior High School Students’ Perceptions on Teacher Accompaniment in the Post-Pandemic Philippine Setting

Abstract

The post pandemic era has introduced unique challenges and opportunities that influence the dynamics of the student-teacher relationship. Using the phenomenological approach, this paper aims to examine a total of 1449 Grade 11 and Grade 12 students of DLSU-IS SHS in terms of their perceptions of their teachers’ accompaniment from the Christian Living and Values Education Area in the post pandemic situation. Following the scholarly consensus citing how teacher support is essential to the achievement of student outcomes, the researchers explore The Teacher Accompaniment Scale (TAS), a tool developed by Baring, et. al (2020) to measure the quality of support in terms of four dimensions: emotional, informational, instrumental, and appraisal. TAS is a novel approach to college education, particularly in the Philippines and Southeast Asia, where no equivalent assessment has been attempted. The researchers found interest in this developed tool by applying it in the post pandemic setting and at the same time an attempt to respond to the suggested further validation of TAS in other regional settings. The TAS was applied to Senior High School students, where the researchers correlated the results according to various strands or tracks namely, Humanities and Social Sciences (HUMSS), Science, Technology, Engineering, and Mathematics (STEM), Arts and Design ADT), Accountancy, Business and Management (ABM), and Sports Track (SpT). The descriptive results generated by the Jamovi software presented a positive correlation across all strands/tracks. A further qualitative inquiry also had positive results in relation to students’ teacher accompaniment experiences and ways of accompaniment. This study suggested possible interventions in the dimensions that need improvement.