Linking School Heads’ Monitoring and Evaluation Performance with Teachers’ Challenges in the New Learning Delivery Modality

The COVID-19 pandemic impacted education worldwide because of community lockdown and quarantine, which forced students and school staff to study and work from home and gave rise to different learning delivery modes. With regard to the new learning delivery modality in the Division of City Schools in Dapitan City, the Philippines, during the academic year 2020–2021, this study sought to ascertain the monitoring and evaluation performance of the school heads as well as the difficulties faced by the teachers. Three hundred nineteen (319) teachers and 55 school heads participated in the study, which used weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient to determine the relationship between the variables under consideration. The results showed that school leaders performed "highly" in monitoring and instruction evaluation. Embarrassingly, teachers' challenges with the new method of instruction were "to a very large extent." However, the challenges the teachers faced with the new learning delivery modality were modestly, positively connected with, and strongly related to the school heads' monitoring and evaluation performance. The study concludes that there may be a disconnect between teachers and school heads' perspectives on education in the new normal because of the latter's inadequate oversight and evaluation of daily operations. Hence, school heads should consider developing their administrative and leadership abilities to set up effective school monitoring and evaluation systems that will aid teachers in overcoming the problems posed by the COVID-19 epidemic.