Embracing the Transition from Modular Distance Learning to Limited Face-to-Face Classes: A Phenomenological Study

This study explored challenges and coping strategies of public elementary school teachers in embracing the transition from modular distance learning to limited face-to-face classes in Liliongan Schools of Carmen North District, Division of Cotabato During the school year 2022-2023. There were ten (10) teachers and five (5) school heads purposively selected as the participants of the study. The study utilized the qualitative phenomenological research design. The data were gathered using interview guide question formulated by the researcher. The data were analyzed using Creswell (2013). The findings revealed that the experiences by the public elementary teachers and school heads generated two major themes were extracted on the challenges of teachers: (1) Compliance with health and safety protocols, and (2) Feelings of stress and anxiety; and three major themes were extracted on the coping strategies of teachers: (1) Following health and safety protocols, (2) Fostering partnership through 3C’s: Communication, Cooperation, and Collaboration, and (3) Framing one’s mindset in accepting and embracing challenges. The different coping mechanisms in each area were not a solution or direct suggestions. Rather, a technique and strategy employed by the teachers to partially address the challenges encountered