Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 12 no. 4 (2023)

Limited Face-To-Face Classes: From the Narratives of Elementary Teachers

Kharen Rose Lusanta | Maedel Joy Ventura-Escote

Discipline: Education

 

Abstract:

This study explored the different views of the teachers on the downside of limited face to face classes. Phenomenological design was used to investigate the different experiences, challenges, coping mechanism, and insights of the teachers in limited face-to-face classes. The participants were the Ten Teachers of Veruela Central Elementary School, Poblacion, Veruela, Agusan del Sur., who were selected through purposive sampling technique in academic year 2021-2022. To ensure ethical standards in data gathering, informed consent was accomplished. The participants answered the questions through the conduct of a face-to-face in-depth interview. Findings revealed that the views of the downside in limited face-to-face classes in Veruela Agusan del Sur intended to respond the unique experiences, challenges and coping skill of the teachers. The pandemic has served as a challenge to both academic and personal conditions of Elementary educators during the restrictions of COVID 19, which has strengthened the capacity of both students and teachers to deal with the situation as well as the higher authorities. As we begin with the new normal system in education, combining the different approaches in learning modalities diversified the impact on how to continue educations amidst pandemic. Showcasing different learning activities gives students the ability to explore at their own pace with guidance to fill in the learning loss.



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