Assessing Teacher's Knowledge, Self-Efficacy, and Practices (KSP) in Adopting Flexible Learning during the COVID-19 Pandemic

As the whole world is facing the Pandemic COVID-19 crisis, where the conventional way of the teaching-learning process, face-to-face interaction between students and teachers have been suspended due to modified/general enhanced community quarantine, the action of the government to control and mitigate the spread of the disease, the educational landscapes of higher education institutions have been changed. This descriptive correlational research using the predictive method assessed teachers' knowledge, self-efficacy, practices, and perceived effectiveness in adopting flexible learning. The instruments used in this study were validated by experts in the fields of educational management, curriculum and instruction, quality assurance, research, and statistics. It obtained a reliability coefficient of Cronbach α = 0.955 which indicated an excellent reliability index. The responses from 531 faculty members at the Laguna State Polytechnic University were generated through an online survey. The results were analyzed using mean and standard deviation, multiple linear regression analysis. Structural Equation Modeling (SEM) was performed to determine the significant predictors of respondent's self-assessed effectiveness in adopting flexible learning. The study revealed that their knowledge and self-efficacy significantly explain 38.50% of the regular faculty's scores in their self-assessed effectiveness in adopting a flexible learning approach and practices in this alternative mode for the new normal. Moreover, the SEM using confirmatory factor analysis disclosed that the observed parameters of teachers' knowledge, self-efficacy, and practices covary and significantly explain their self-assessed effectiveness in flexible learning. Hence, the Laguna State Polytechnic University's senior officials may customize flexible learning to suit the readiness of faculty, capacitate them as they shift to this alternative mode of instructional delivery, and capitalize the acquired technological and pedagogical content knowledge instead of the Learning Continuity Plan