The Impact of a School Principal’s Leadership Style on the School Climate

The transition from remote learning to face-to-face classes has presented many challenges for teachers worldwide. In this context, this study aims to determine the level of difficulties teachers experience during the transition to face-to-face classes in highly urbanized schools in Central Philippines School Year 2022-2023. The data needed for this descriptive study was collected from 96 junior high school teachers using a researcher-made questionnaire that passed the duly validated and reliability test. The statistical tools used were frequency count, percentage distribution, mean, and Mann-Whitney U Test. The level of difficulty of teachers during the transition to face-to-face classes, according to parent-teacher partnership and classroom management is moderate in difficulty. Whereas, instructional delivery, utilization of instructional tools, and learning assessment are low. When grouped according to profile variables, no significant difference was shown in the level of difficulties of teachers, particularly in three study domains: parent-teacher partnership, classroom management, and utilization of instructional tools. However, there was a significant difference between the study variable of highest educational attainment in instructional delivery and average family monthly income in the learning assessment. The study results call for an intervention plan and additional training programs to support teachers during the significant shift in the teaching modalities. Keywords: Education, difficulty, transition, teachers, Negros Occidental, Philippines