Best Practices and Strategies of Teachers in Virtual Learning Instructions Amidst Covid-19 Pandemic

This study investigates the demographic profiles, educational backgrounds, and professional development of teachers, alongside their adoption of various teaching strategies in a virtual instructional context. Through analysis of multiple datasets concerning teachers’ age, gender, educational attainment, field of specialization, and the seminars and training they attended, the study evaluates the prevalence of specific teaching practices and their effectiveness. Additionally, using Chi-square tests, the study examines the potential relationships between teacher profiles and the extent of their practice implementations. Findings reveal a workforce characterized by a high level of experience and academic achievement, with a significant gender disparity. Crucially, no significant statistical correlations were found between teacher demographics or professional backgrounds and the teaching practices employed, suggesting a standardized adoption of educational strategies across various teacher profiles. The results emphasize the role of professional development in maintaining teaching efficacy in diverse educational settings, particularly in adapting to virtual platforms.