00000nam a22000004a 4500 UP-1685594773863130956 Buklod 20230728154005.0 aa grm 000 0 ta 230728s2023 ph a grm 000 0 engdd DEDUC rda eng LG 996 2023 E3 R66 Romerosa, Peter G. author Teacher emotional agency appropriating the learning management system in the midst of the pandemic Peter G. Romerosa ; dissertation advisers, Maria Mercedes E. Arzadon, Clement C. Camposano ; dissertation reader, Marie Grace C. Reoperez ; Joel C. Javiniar, Edwin F. Lineses, members. Quezon City College of Education, University of the Philippines Diliman 2023 xi, 7-244 leaves illustrations 28 cm. text rdacontent unmediated rdamedia volume rdacarrier Thesis Doctor of Philosophy in Education (Anthropology and Sociology of Education) University of the Philippines Diliman January 13, 2023 Includes bibliographic references (214-227 leaves) This study examines how teacher emotional agency is achieved in the appropriation of the Learning Management Systems (LMS) policy of a non-sectarian private institution in an urban area during the COVID-19 pandemic. It uses digital ethnography or ethnographic work in a digital environment by making an informed description of an event involving teachers as the primary interlocutors or participants of the study. Primarily, the ethnography utilizes observation, participants observation, interview, and document analysis to generate data and meet the study's primary objectives, which is to examine how online distance learning via the learning management system is appropriate through teacher emotional agency amid the pandemic. The results of this study reveal that teacher emotional agency is an interplay of personal pedagogical and technological capacities, emotions (kaba, burnout, emotional labor, malasakit), and contextual factor. Specifically, teacher emotional agency is achieved by nurturing "kaagapay" relationships with parents, peers, and school; negotiating top-down policies, and recasting teaching and learning in Online Distance Learning The contextual factors that mediate teacher emotional agency in the appropriation of LMS policy include the following: 1) spatial geographical factors, referring to the shift of the learning environment from the traditional classroom to a virtual setting, 2) cultural factors, comprised learning marketing or entrepreneurship skills, digital competence and online teaching strategies, 3) material factors, involving using the LMS, meeting applications such Zoom and Google Meet, the internet and digital devices for online distance learning, and 4) social factors, encouraging greater parental participation and learner agency. As a contribution to Anthropology and Sociology of Education, the study proposes a conceptual model that highlights the role of teacher emotional agency in appropriating the LMS policy amid a crisis. This model can be used in analyzing teacher emotional agency in another setting. Finally, this study recommends integrating teacher emotional agency in educational research, policymaking, and pre-service and in-service training curriculum to enable teachers to respond to educational crises, innovations, and forms. Affective education Philippines. Teachers In-service training Computer-assisted instruction. Computer-assisted instruction Philippines. Educational technology Philippines. COVID-19 Pandemic, 2020 Philippines. Arzadon, Maria Mercedes E. dissertation adviser. Camposano, Clement C. dissertation adviser. Reoperez, Marie Grace C. dissertation reader. Javiniar, Joel C. degree committee member. Lineses, Edwin F. degree committee member. FI UP UPD DEDUC LG 996 2023 E33 R66 Thesis