Assessment of Faculty Preparedness for Online And Distance E-Learning (Odel)

Frequent weather disturbances disrupt instructional continuity, causing substantial lost teaching days that threaten educational recovery. This study evaluated faculty readiness, perceived challenges, and essential support structures for rapid shifts to Online and Distance e-Learning (ODeL) during emergency disruptions. Utilizing a descriptive mixed-methods survey design with faculty participants, data were analyzed using descriptive statistics and thematic analysis. Results showed that while most faculty felt somewhat prepared (54.3%) and somewhat confident (64.2%), significant operational vulnerabilities remain. Unstable internet connectivity emerged as the primary technical barrier (41.98%), directly compromising student attendance (18.52%) and engagement. Pedagogical obstacles were prominent, with online student engagement identified as very challenging alongside increased grading workloads and reduced face-to-face communication cues. Socio-emotional friction and digital divide constraints further impacted transition effectiveness. Statistical validation confirmed a significant relationship between faculty readiness and access to reliable infrastructure, targeted training, and clear guidelines. Key support priorities include technical troubleshooting training (29.73%) and digital classroom management (21.62%). Findings underscore that faculty readiness depends on holistic institutional alignment combining infrastructure enhancement, targeted pedagogical professional development, flexible policy frameworks, and socio-emotional support mechanisms.