The impact of the COVID-19 pandemic on academic growth has garnered attention in recent literature (Blainey & Hannay, 2021). While initial reports by Johnson et al. (2021) suggested significant negative effects, subsequent research has indicated a nuanced perspective, with a diminishing impact over time. This study investigates evolving teacher roles during the pandemic in Guyana’s schools and their influence on student performance in the Caribbean Secondary Examination Certificate (CSEC) Examinations held annually in May/June. A comprehensive literature review contextualizes the study by highlighting pandemic-induced changes in the learning process and associated factors. This research integrates qualitative and quantitative data collection and analysis by employing an exploratory sequential mixed-method approach (Creswell & Plano Clark, 2018). Initial findings underscore a pedagogical shift among teachers due to the pandemic. Outcomes vary based on available resources, particularly in the context of Guyana’s schools. Notably, this research holds value for the Ministry of Education in formulating teacher and student development strategies, addressing competence and professionalism. Moreover, implications extend to the Cyril Potter College of Education, allowing the design of programs enhancing prospective teachers’ preparedness for the evolving educational landscape.
Keywords: Caribbean secondary examination certificate, methodologies, pandemic, teachers’ roles
