Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 12 no. 3 (2023)

Identifying Obstacles in Facing the Full Face-To-Face Classes: A Qualitative Inquiry

Nimfa Gantalao | Ronaliza Gantalao | Abita Romeo | Rochelle Torino | Cyril Cabello

Discipline: Education

 

Abstract:

The recent global health crisis caused negative changes in the educational field, particularly in the new method of instruction delivery as a virus-containment measure and in the method of continuing education through distance learning. Following two years of distance learning, regular in-person classes are resumed. The preparation for the return of full face-to-face classrooms after two years of modular and distance teaching and learning received little attention in literary works. This opens the door to exploring how the teachers have overcome challenges to confront full face-to-face classes. The Modified Van Kaam Approach, popularized by Moustakas, was used in this study to provide meaningful data on best practices and difficulties public school teachers encounter in reintroducing full face-to-face instruction in public schools. This approach will serve as the foundation for Interpretative Phenomenological Analysis (IPA). 7 informants took part in the study using purposive sampling. They are all eligible based on the study's inclusion standards. Three themes emerged from the study: Undying Issues of Reality, Unified Reasons, and Universal Advice. These themes were built on the teachers' personal experiences when they returned to full face- to-face classes following a two-year distance learning due to the COVID-19 pandemic. In the new typical set-up, it is advised that teaching and learning support be emphasized. As a result, best practices are employed in dealing with these concerns which may be health-related and/or education-related that draw attention to the significance of teachers' psychological health in terms of their ability to mentor students and protect their right to an education, the same goes with the learners.



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