Evaluating post-pandemic instructional delivery in Philippine higher education through the perspectives of leaders, teachers, and students

Bibliographic Data

ID22203392
AuthorsJonalyn B Duhaylungsod (0009-0009-2592-5644), Jonalyn Duhaylungsod (West Visayas State University, corresponding author)
Year2026
Volume14
Pages103162
Publication date2026-12-01
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2026.103162
OpenAlexW4414938096
LanguageEN
References cited11

The COVID-19 pandemic fundamentally disrupted higher education worldwide, compelling institutions to adopt emergency remote, flexible, and hybrid learning models. In the Philippines, higher education institutions (HEIs) faced challenges including limited infrastructure, uneven access, and rapid policy shifts guided by the Commission on Higher Education (CHED). Evaluating instructional delivery in the post-pandemic period is essential to ensure educational resilience and equity. This study examined post-pandemic instructional delivery at WVSU-HCC through the perceptions of leaders, faculty, and students. Guided by Path-Goal Theory, four dimensions were evaluated: instructional organization, teaching strategies, learning materials, and impact on learning. A descriptive-correlational design was employed, gathering data from all seven academic heads (census), 41 faculty members, and 400 students, with stratified random sampling ensuring proportional representation across departments and year levels. Findings revealed that department heads rated all dimensions very highly, indicating confidence in leadership and planning. Faculty and students rated organization and impact very high but teaching strategies and learning materials high, suggesting areas for pedagogical improvement. Correlational analysis showed strong alignment between leaders and other stakeholders, but discrepancies between faculty and students highlighted instructional misalignments. The study underscores the importance of inclusive leadership, participatory curriculum design, and faculty professional development in post-pandemic higher education. Implications include continuous capacity building, stronger student feedback mechanisms, and alignment of institutional goals with CHED's flexible learning directives, contributing to both theory and practice in instructional leadership and post-pandemic learning effectiveness

Higher education · Instructional design · Instructional leadership · Perception · Stratified sampling · E-Learning and COVID-19 · Educational Innovations and Challenges · Technology-Enhanced Education Studies

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