Extent of Challenges and Coping Strategies in Online Teaching Among ESOL Teachers: Its Relationship to Their Teaching Performance

Abstract

This study was conducted to assess the extent of challenges and coping strategies of ESOL teachers in New York City in online learning and their relationship to teaching performance which served as the basis for a proposed intervention program. The researcher used the mixed-methods sequential explanatory design consisting of two distinct phases: quantitative followed by qualitative” (Creswell et al. 2003). Based on the findings, the ESOL teachers in the New York City District are challenged in online learning at a minimum level. It is then concluded that the respondents are adaptable to online learning. Despite the challenges, they are capable to adjust and utilize the specific strategies for every categorized difficulty faced in online learning. Therefore, this implies that ESOL Teachers embody a responsive institution toward the learners. It can also be concluded that ESOL teachers are adaptable to the changes in modalities brought about by the pandemic and manage their jobs well in online teaching. It was recommended that the Department of Education create a program/ project that shall try to address the fundamental strategies for overcoming the difficulties associated with online teaching.