The Changing Role of Teachers and Teaching Styles in the Classroom of High Schools in Guyana Amidst the Pandemic

There is evidence, according to Blainey & Hannay (2021), that the pandemic has affected academic advancement. Nonetheless, even though the loss abated during the New Year, several investigators have ascertained that the impact was not as deleterious as Johnson et al. (2021) documented during the initial months of 2020. This study determined whether the changes in teacher roles during the pandemic were sustained throughout Guyana and how they impacted students’ performance on the yearly May/June Caribbean Secondary Examination Certificate (CSEC) Examinations. The literature study examined how many aspects have been considered in studies to highlight how the pandemic has affected the learning process.
According to Creswell & Plano Clark (2018), the explanatory sequential mixed-method study design includes a sequential period of both qualitative and quantitative data collection and analysis. Given that both qualitative and quantitative data have to be used, this is the most effective approach. The researcher identified participants from three high schools in Guyana, which would provide sufficient data for the study. The sample was determined by a stratified sampling technique, looking for students and teachers who have been a part of these schools for at least the preceding three years. Questionnaires, interviews, and scholarly publications were among the primary and secondary sources that were employed as data-gathering strategies.
The main conclusion is that teacher pedagogy would have changed due to the pandemic. The impact of these modifications varies, mostly based on the resources that are made available to educators and students in Guyana’s schools. The study brings value to the Ministry of Education to create a plan of action for teachers and students of schools in Guyana regarding the competence and professional development of teachers. Additionally, Cyril Potter College of Education can create programmes that can be better suited to provide the teachers with the necessary skills to work with students in this classroom setting created by the pandemic.