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

Submitted: October 15, 2024 | Published: December 27, 2024
DOI: https://doi.org/10.63130/hijcre.v1i1.112

Authors

Keywords:

academic strands, interventions, post-pandemic, Senior High School, teacher accompaniment, tracks

Abstract

The post-pandemic era has introduced challenges and opportunities that influence the dynamics of the student-teacher relationship. Using the phenomenological approach, this paper aims to examine 1,449 Grade 11 and Grade 12 students of DLSU-SHS on their perceptions of their teachers’ accompaniment from the subject Christian Living and Values Education Area (CLVE) in the post-pandemic situation. Following the scholarly consensus on how teacher support is essential for 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. It is also of interest to researchers to apply the tool in a post-pandemic setting and further correlate the results to different tracks, namely, HUMSS, STEM, ADT, ABM, and 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 about students’ teachers’ accompaniment experiences and ways of accompaniment. This study suggested possible interventions in the dimensions that need improvement.

References

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Published

12/27/2024

How to Cite

Senior High School Students’ Perceptions on Teacher Accompaniment in the Post-Pandemic: Philippine Setting. (2024). Hitik: International Journal of Catechists and Religious Educators, 1(1), 64-75. https://doi.org/10.63130/hijcre.v1i1.112

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