Virtual Classroom Anxieties of Senior High School Teachers

Abstract

The use of online education has increased dramatically during the previous decade. In academia, online learning and virtual classrooms have evolved from a unique experiment to a nearly universal teaching tool [1]. The Virtual Classroom Anxieties of Senior High School Teachers were investigated in this study. The research is descriptive-correlational. Teachers at San Jose City National High School in Nueva Ecija, Philippines, were polled using a survey questionnaire. The data were treated and analyzed using frequency counts, percentages, weighted mean, and correlational formulas. The study's findings revealed that the majority of the teachers who responded were female and in their forties. They enrolled in a Bachelor of Secondary Education program with an emphasis in English and non-major courses. Most of the respondents already have their units in a Master's degree and have a permanent position. English was ranked first in terms of subjects taught. In terms of psychological, behavioral, and emotional anxiety, the respondents did not feel anxious when teaching in a virtual classroom since most of them were not overworked and were properly compensated.