Ilocos Sur Polytechnic State College

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Abstract

Public schools have turned to online education as a supplementary pedagogical technique to augment classroom instruction considering the country's widespread closures due to the COVID-19 pandemic.Consequently, learners must adapt to the move from face-to-face learning to fully online learning, where synchronous video conferencing, social media, and asynchronous discussion forums become their principal avenues for knowledge building. This phenomenological inquiry determined the lived experiences of public-school teachers involved in the implementation of online learning during the COVID-19 health crisis.  It involved 25 public school teachers in the Schools Division Office of Ilocos Sur who were chosen using purposive sampling. The study employed an interview guide and scrutinized it using Colaizzi’s perspectives. The narrations generated four major themes: lack of knowledge towards online education, hope amidst resources constraints, challenges, and coping strategies.   Teaching online classes during a crisis, was difficult for teachers because of the stress of dealing with the COVID-19 and the associated uncertainty and dread. Teachers, despite a variety of difficulties and crises, implemented coping strategies that reduces their stress and burnout. The study recommends a comprehensive capacity building towards enhancing the teacher’s competency towards online learning. Interventions to prevent teacher stress should be adapted to support their mental health and well-being.

Full Article

DOI: https://doi.org/10.56901/CAVG1584

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