Embracing change: Investigating Filipino preservice teachers’adjustments in response to ongoing flexible instructional delivery

Eliseo Perante Marpa

doi:10.46223/HCMCOUJS.soci.en.15.6.3326.2025

Abstract

In the dynamic landscape of education, continuous monitoring and evaluation of preservice teachers’ adjustments across various domains are essential to identify emerging challenges and implement proactive measures effectively. Thus, this study investigated Filipino preservice teachers’ adjustments in response to ongoing flexible instruction delivery. To answer this problem, the researcher developed a 54-item survey questionnaire on students’ adjustments administered to the 215 preservice teachers of the Philippine Normal University Visayas. The study’s findings revealed that the level of academic, social, and emotional adjustment of the preservice teachers is good. Findings also revealed no statistically significant difference between male and female preservice teachers’ academic, social, and emotional adjustment. Thus, this research underscores the importance of implementing holistic support mechanisms to address preservice teachers’ diverse academic, social, and emotional needs. Continuous monitoring and evaluation of preservice teachers’ adjustments across various domains are essential to identify emerging challenges and implement proactive measures effectively.

Keywords

adjustments; delivery; Embracing change; Filipino preservice teachers; flexible instruction

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The author would like to express their appreciation to their families, students, and co-teachers for the opportunity and support, and above all, to God Almighty, for without Him, I am nothing.

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DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.15.6.3326.2025

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