Online Learning Readiness of Public Secondary Schools: The Perspective Between School Heads and Teachers

Abstract

Globally, academic institutions have been impacted by COVID-19, and the majority have gone online. During the pandemic, online learning was most effective. This study aimed to determine the readiness of secondary schools for online learning in the Division of Antique as perceived by the school heads and teachers of the Division of Antique. A validated survey instrument was used to gather data from the respondents. Statistical tools used include frequency, percentage, standard deviation, and mean for the descriptive analysis, then One-way ANOVA and Kruskal-Wallis Test, Least Significant Difference (LSD), and Bonferroni for the inferential analysis. The study found that secondary schools in the Division of Antique were ready to adapt to the online learning platforms of curriculum delivery as perceived by school heads and teachers. Further, it was found that there exists a significant difference in the online learning readiness of school heads and teachers when categorized according to the school size. Despite the findings that the secondary schools were ready to implement online learning, it was proposed that the Schools Division of Antique should strategically plan for it to make sure that the readiness of school heads, teachers, and students, especially in terms of the availability of Information and Communication Technology (ICT) gadgets, digital technology skills, and availability of online learning home support is established to ensure the quality of implementation.