Teachers' Instructional Competence and Attitude Toward Flexible Learning in the Midst of the Covid-19 Pandemic Among Higher Education Institutions (HEIS) in Sulu

Abstract

The COVID-19 pandemic has significantly transformed educational systems worldwide, compelling Higher Education Institutions (HEIs) to adopt flexible learning modalities to ensure the continuity of instruction. This study examined the instructional competence and attitudes of teachers toward flexible learning during the COVID-19 pandemic among selected Higher Education Institutions in Sulu Province, Philippines. Specifically, it assessed teachers’ competence in instructional planning, content delivery, assessment practices, classroom management, and the integration of educational technologies within flexible learning environments. It also explored teachers’ attitudes toward the effectiveness, accessibility, and sustainability of flexible learning modalities. The study employed a quantitative descriptive-correlational research design. Data were collected through a structured survey questionnaire administered to faculty members from selected HEIs in Sulu. Descriptive statistics were utilized to determine the levels of instructional competence and attitudes toward flexible learning, while inferential statistical analyses were conducted to examine the relationship between the two variables. The findings revealed that teachers generally demonstrated a high level of instructional competence in implementing flexible learning approaches despite the challenges brought about by the pandemic. Faculty members exhibited competence in adapting instructional materials, utilizing digital platforms, facilitating student engagement, and conducting alternative assessment methods. Moreover, teachers displayed a generally positive attitude toward flexible learning, recognizing its importance in maintaining educational continuity and expanding access to learning opportunities. The study further found a significant positive relationship between instructional competence and attitudes toward flexible learning, indicating that teachers with higher levels of competence were more likely to possess favorable perceptions of flexible learning modalities. Despite these positive findings, challenges such as limited internet connectivity, inadequate technological resources, and insufficient training opportunities were identified as barriers to the effective implementation of flexible learning. The study concludes that enhancing teachers’ instructional competence through continuous professional development and institutional support is essential for strengthening positive attitudes and improving the quality of flexible learning in higher education. The findings provide valuable insights for educational leaders and policymakers in developing strategies to support faculty readiness and resilience in future educational disruptions.