Teaching, which is often regarded as a noble profession, is not without sacrifices and time is among these sacrifices. Global data supports that teachers tend to work beyond the official working hours, more than any other professionals in the world. Similarly, teacher groups in the Philippines claim that the teacher workload is compromising the professionals' wellbeing. The main purpose of this study is to explore how teachers get the work done, with emphasis on those professionals working in small barangay schools in the province. However, in spite of such issues, teachers were found to be matching such issues with strategizing, inspired work, and professional commitment. Finally, the paper concludes that while it is admirable how teachers match the struggles with positive attitude, it would still be ideal to explore means of 'getting the work done' without compromising the teachers' physiological well-being, personal lives, and professional self-concept.

Feminisation in the teaching profession is a global issue. It has been said this problem implies gender inequality in relation to their male counterpart for it results in the lack of male models in the basic education and, thus promote social exclusion. This social reality is also the case in the Philippines. Data in 2008–2009 from the Philippine Commission on Women reveals that about 89.58% of the teachers in public elementary and 77.06% in the public secondary schools are female (pcw, 2014). In this regard, this paper argues that feminisation of education in the Philippines, all the more result to uncompromising situations of female teachers for as women, they need to work in shifts as part of their changing roles both in school and at home. Further, this paper presents an analysis of the narratives of ten female teachers in basic education which reveals that in spite of the feminisation of teaching from a purely statistical perspective, they still remain disadvantaged in the career that had always been believed to be their domain, especially in the area of career promotion. Limiting factors to the promotion of women still point to their social conditions as women, where the multiplicity of social expectations and duties in their diverse spheres clash to the detriment of their careers.

Implementing the flexible mode of instruction at all levels is a challenge to the educational system, especially to teachers who deliver subjects that are highly skill-based. This two-phase study investigated the strategies that enabled teachers to adapt to curricular change. Phase one of the study involved a phenomenological inquiry into the new demands of flexible delivery of TLE/TVL among secondary level teachers in the Philippines and the competencies that enabled them to meet these emerging demands. Data were gathered through semi-structured individual interviews with five teachers at the secondary level. Phase two of the study utilized the preliminary findings to review how the new teacher education curricula for TLE/TVL promote the necessary competencies to train teachers who are adaptable to curriculum change. Findings revealed that flexible learning modes demand teachers to explore creative and resourceful ways of delivering the same core practices such as teaching, assessment, and establishing connections with clients and stakeholders. Teachers meet these challenges through a combination of institutional training, resources, and personal learning initiatives. Further, opportunities to develop the competencies that teachers need to adapt to the curricular change are provided in the new teacher education curriculum. With the importance of self-learning and expansion of research skills development in the TLE/TVL teacher education curricula was then recommended. Keywords: online, modular, blended, technology and livelihood education, technical and vocational education

It is a reality that the abrupt changes in the educational delivery in higher education had been challenging to all stakeholders, particularly the students. This compelled not only academic but also social support to find alternative platforms to reach out to the students amid new limitations and opportunities. Hence, this study looked into the nature of higher education students’ peer support in the context of flexible learning delivery. A phenomenological design was employed and data were gathered through semi-structured individual interviews with five students. Studies found that peer support in the context of flexible learning 1) offers the same content in new platforms; 2) reinforces the cycle of support through new challenges; 3) requires sacrifice through sharing of time; and 4) builds character and competence. Online platforms provide new spaces for students to support peers, in recognition of shared struggles and adjustments in the flexible delivery mode. This is highly important for students especially as flexible learning makes new demands on the student’s time and responsibility for learning. These findings could inform the HEI’s development of student support policies to help perpetuate this culture of peer support for mutual success. Keywords: peer support; online learning; distance learning; higher education

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