Chapages Lusanta 3

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Chapter 1
INTRODUCTION
The Problem and its Background
Educational system was one of the industries that suffered during the peak of the
COVID-19 pandemic. Face to face instruction was replaced by online and distance
learning modalities in schools. After a year of school closure and reduced number of
COVID transmission, schools only offer a limited number of in-person classes. In order
to run schools safely during pandemic, it is necessary to balance health risks with the
demand of face-to-face instruction. The re-opening of schools was trying to improve the
standard of basic education amidst pandemic. Beyond any reasonable expectations,
teachers' flexibility and commitment have been put to the test as they work to maintain
students' wellbeing while still pursuing academic success.
In Africa, schools in Ghana, faced the main problem of teachers during limited
face-to-face classes that children who lived in more financially difficult homes during the
pandemic, participated in fewer remote learning activities and scored lower on literacy
and numeracy assessments. Economic disparity and child food poverty are household
factors that affect learning and well-being of the learners (Wolf, et.al. 2021). Moreover,
all school systems, teaching during the COVID-19 pandemic was unique and difficult.
Teachers returned to the classroom to find that the routines, environments, and
instructional methods had significantly changed. Teachers were pushed to adopt new
approaches to lesson planning and instruction as a result of this problem (Pressley &
Ha, 2021).
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Teachers in the Philippines, particular at Mary Perpetua E. Brioso National
High School in Tigbao, Masbate, reported to have difficulties during limited face-to-
face classes, including learning loss of their learners, students who were not
prepared for face-to-face instruction and the demand of the educations policies that
teachers need to engage and modify teaching and learning strategies. They have
also encountered difficulties focusing on student’s learning ability as well as
behavioral problems and the risk of face to face interaction (Malipot 2022). In
addition, Caratıquıt (2022) stated that in Cagayan de Oro, lack of funding in school
was one of the biggest issues discovered during the planning and implementation of
this pandemic outbreak, which affects teachers' capacity to adapt and be flexible in
times of crisis, particularly in the preparation of learning resources like modules.
In Veruela Central Elementary School, teachers are experiencing problems and
challenges during the limited face-to-face classes. Due to suspension of face-to-face
instruction in schools during the COVID-19 pandemic, it has led to concerns about how
teachers create different teaching strategies to cope up the learning loss of students.
The problem of school readiness in terms of strict compliance on health protocol and
lack of funding in terms of printing modules and other learning materials to improves
students learning ability amidst pandemic. Few reasons behind were pupils’ lack of
participation and motivation, lack of practice, lack of learning support and activities at
home, parents’ technique, socio-economic status of families and their lack of
collaboration with teachers.

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Furthermore, with this challenge encountered during the limited face-to-face
classes the researcher would like to explore the experiences, challenges, coping
mechanism, and insight gained of the participants in the limited face to face classes.
Purpose of the Study
The purpose of the study was to explore the experiences, challenges, coping
mechanism, and insights gain of the teachers in the limited face to face classes in
Veruela Central Elementary School. This study will help teachers as well as the learners
to address during limited face-to-face classes especially the learning loss and learning
gaps of the pupils and this may lead to a meaningful discussions and possible solutions.
Review of Related Literature
The following related literature and studies are good sources of information that
might be of great help in discussing the findings of the study. The literature relevant to
this study is focus on limited face-to-face classes, challenges, experiences, coping
mechanism and insights gain.
Limited Face-to-Face Classes. Because in-person communications "make our
brains happier," as Stanford researchers discovered, face-to-face learning is superior to
other distance learning modalities. In a classroom setting, teachers can manage their
topics very well because there is no longer a need to compress their topics to fit the
modules. For students, attending class with a real teacher is more engaging than
reading a ton of modules. In a classroom atmosphere, students can develop more and
feel more at ease engaging with and learning from each other. That’s why face-to-face
classes even if it’s limited will help a lot to the learners (Businessmirror, 2022).
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The pandemic prevented students from attending face-to-face lessons and
making new acquaintances for more than a year, so they now have the opportunity to
once again enjoy the benefits of attending school because after 20 months of blended
learning, students in regions designated as having low coronavirus risks can began to
enrol in a small number of face-to-face sessions in November 2021. Additionally, it
explains why the Department of Education decided to resume offering a small number
of face-to-face classes despite the pandemic's problems (Montemayor,2021). According
to Malipot (2022) in light of the public health crisis caused by the Covid-19 outbreak, the
Department of Education (DepEd) said that more than 3 million pupils are presently
taking a limited number of face-to-face sessions at more than 13,000 institutions
worldwide
On November 15, 2021 the Department of Education (DepEd) extends a warm
welcome to the students, instructors, and staff who will be taking part in the pilot
program for a small number of in-person sessions at 100 public schools. In this crucial
endeavour, the Department of Education (DepEd) is grateful for the support of the
Department of Health (DOH), the IATF, child health experts, local government entities,
foreign and local partners, school workers, parents, and other stakeholders (Department
of Education, 2021). Teachers were encouraged to provide a friendly and safe learning
environment for students when they returned to class during the orientation for the
conduct of face-to-face classes. We must make sure that students are focused on their
tasks and that every minute we spend with them is beneficial. Because our efforts to
promote our students' cognitive development are just as vital as their well-being, we
must be patient and attentive of them (Cruz, 2021). Moreover, for the sake of the
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children's future, parents, schools, and the government must collaborate in order to
have a safe and well-planned face-to-face curriculum.
In addition, Quismorio (2021) states that Under Alert Levels 1, 2, and 3, limited
face-to-face sessions are permitted with specific requirements met, such as (1) 50%
indoor venue capacity, (2) no opposition from the relevant local government unit, and
(3) participation of fully immunized teaching and non-teaching workers. During the
limited face-to-face, it is said that to protect the safety of students, teachers, and school
staff in a staged manner, particularly in the wake of physical separation, interactions
must be carefully organized in accordance with national and international rules. This will
at the very least lessen the consequences of COVID-19. During this pandemic, planning
and implementation of school health policies must be supported by accurate information
provided by numerous authorities (Sarmiento et al., 2021).
Furthermore, Deped.Gov.Ph (2020) discuss that limited face-to-face will be
talking about how in-person classes will be sporadic, staggered, or in shifts with smaller
class sizes. This will allow for social isolation, regulate the intensity of contact, and
maintain reasonable levels of surveillance. All schools that offer in-person instruction
must make greater efforts to implement the Comprehensive Water, Sanitation and
Hygiene (WASH) in Schools (WinS) Program. The school shall see to it that hand
soaps, hand sanitizers, alcohol-based solutions, and other disinfectants are available to
students, instructors, and staff in restrooms, classrooms, entrances, etc. The school
must routinely disinfect and clean frequently touched objects and surfaces using bleach
solution. Prior to entering the school, a thermal scanner will be used to check the body
temperatures of all students, teachers, staff members, and visitors. Additionally, the
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teachers must perform health inspections inside the classroom. Every classroom has to
be properly ventilated. Window openings are preferred to. In order to maintain physical
distance, classrooms must adhere to the physical arrangement outlined in Enclosure
No. 4 of DepEd Order No. 014, s. 2020
Based on the survey particularly in Ricardo P. Cruz Elementary School in Taguig
City, the school's few in-person classes resulted in both pleasant and negative
experiences. Students who took part in the experience were largely "pleased" with it. It
stated that, with regard to the topic of health and safety, nearly all of the learner-
respondents in grades K–3 "felt safe when participating in face–to–face lessons. This
indicates that students felt secure talking with their professors and peers as well as
exploring the school's grounds. The difficulty in their sitting arrangement is the top
problem for Grades 1 to 3 learner-respondents, and they appear to have difficulties with
the seating arrangement made by the school. Challenges are also experienced during
in-person classes. And they need to carefully consider what should be the best seating
arrangement (Malipot, 2022).
According to the DepEd chairman, 34,000 public schools, or around 73 percent,
have already started holding face-to-face classes as of May 23, 2022. All public and
private schools were urged to resume holding in-person lessons by Department of
Education (DepEd) Secretary Leonor Briones, and they plan to completely adopt face-
to-face learning in the upcoming academic school year. This indicates that they are
supporting blended learning while urging all institutions to hold in-person programs. In
the upcoming academic year, DepEd is planning a mixed learning environment where
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certain days would require students to be physically present in school and other days
they will be permitted to learn at home (Fernandez, et al 2022).
At present, Galvez (2022) reported that starting November 2, 2022, all public
and private schools must switch to five days of in-person instruction by November 2,
2022. No school shall be permitted to undertake entirely blended or distance learning
after the aforementioned date, with the exception of schools implementing Alternative
Modes as directed by Vice President and Education Secretary Sara Duterte beginning
November 2, 2022. The DepEd stated in the order that it will provide schools with
"ample time to gradually transition" to the five-day in-person classes by implementing
any of the following options: five days of face-to-face instruction, blended learning
consisting of three days of in-person instruction and two days of distance learning, four
days of in-person instruction and one day of distance learning, or full distance learning.
Schools will only use these alternatives until October 21, 2022, DepEd said.
Experiences of Teachers during Face-to-Face Classes. Experiences are
mostly based on the environment we live in, where we continuously pick up new skills.
But every one of these situations came about as a result of our astute observations
outside of the ordinary. No one is prepared for the changes that are likely to come;
sometimes experience is a surprise, other times it might be criticized (Bartleby
Research, n.d.).
According to the study, the COVID-19 outbreak has made teachers anxious
about providing in-person instruction. By identifying the causes of educational worry and
infection-related concern that teachers encounter in face-to-face sessions during a
pandemic, this report offers helpful information. Teachers may be concerned about
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discrimination if they contract the epidemic due to the major violations of human rights
that have been brought on by it, including slander and discrimination. Additionally,
teachers have a lot of pupils to teach each day. Teachers may experience a range of
psychological anxieties in these circumstances, including anxiety about contracting the
coronavirus and anxiety about an outbreak in the school. Moreover, despite the
constant risk of infection, these data can be widely used as helpful information for
instructors teaching continuously in-person classes (Wakui, Abe, Shirozu et al.,2021).
The return to school has not been far from perfect, according to interviews with
teachers done all across the world. It has reportedly left teachers feeling "exhausted"
and nervous. However, the majority of them concurred that returning to school was a
good decision because students were learning well in classrooms. Teachers have found
out that trying to have teenage girls distance themselves from others is nearly
impossible. They approach one another, touch, and embrace. Additionally, some
teachers expressed their worry about donning masks; many questioned if they could
breathe properly, and language teachers believed the masks would be a particular
burden. Some of the educators also mentioned that they find it difficult to coordinate
hybrid or online and in-person learning at the same time. It addition to the workload of
the teachers (Merril and Gonser, 2020).
According to Oktavianingsih and Arifiyanti (2021) one of the teachers claims that
the school's health policies are stringent. Children who acquire the flu or a cough before
the pandemic can still attend school. However, because of the pandemic, unwell
children must stay at home. Due to the fact that there are still persons who disregard
the health procedure, the teacher is reluctant to reopen the school. The final impression
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is that FTF learning at COVID-19 is changing habits. Some teachers claim that each
child uses their own toys or equipment, that the classroom and used items are
sanitized, and that the handshake is replaced with cupping both hands in front of the
chest. Due to the absence of connections with the students, one of the teachers
expressed her sadness. Before the COVID-19 they are permitted to touch and embrace
the kids. However, during the pandemic they currently only observe them distantly.
Masks are a requirement for all parents, workers, and educators working in schools.
The instructor and the rest of the school personnel are also included in this preventive
step in addition to the students.
In Denmark, kindergarten teachers’ experience that they must provide two
meters of distance between desks and are advised to promote hand washing and
conduct as much of their instruction outside as feasible. With the intention of keeping
small groups of kids together for the whole of the school day rather than mixing
individuals and raising the danger of exposure to someone who is ill, parents are no
longer permitted inside the building, and class sizes were decreased. Some instructors
who had only ever taught one subject were required to switch to all-purpose instruction.
Dividers and temporary fences kept small groups of students from mixing while on the
playground for recess (Lieberman, 2020).
In the Philippines, Letigio (2020) stated that since all employees at Bitlang
Integrated School have received the necessary vaccinations, all teachers are able to
hold physical class, giving them the chance to develop their skills once more while
primarily working at the school. Because they can help the students and keep a closer
eye on their progress, some teachers prefer teaching in a physical setting. There is also
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a sense of worry due to the pandemic, but they find solace in the fact that everyone has
already received their vaccinations. There is also a fact that teachers are reacting to the
preparation of the classroom since they are the ones who do it and are spending their
money on it and it is another aspect of their negative experiences. According to Helpline
PH (n.d.) the information on these in-person classes could positive one but the
preparation is difficult. The pandemic stayed for at least two years and counting, so
classrooms may not be in condition.
According to the survey conducted by the two College of Education professors at
the University of the Philippines, some teachers report feeling as though their workload
increased during the trial period for face-to-face classes. The teachers believed that
they had so many problems that it would be impossible for them to address them all.
According to survey findings and conversations from focus groups, some teachers feel
that the government has not done enough to ensure the safety of in-person learning
environments. Some of the teachers who took part in the survey claimed that they had
used their own funds to renovate classrooms and force them to follow safety
regulations. The implementation of physical distance, absence, and other issues were
some of the concerns voiced by the teachers in the survey (Mendoza, R. 2022).
Challenges of Teachers during Face-to-face Classes. UNICEF Philippines
(2021) state that “We acknowledge that implementing in-person education in the context
of the Covid-19 pandemic poses many difficulties and involves some risk.” Additionally,
for some teachers, holding in-person lessons and being physically present for their
students on site can be very difficult for them and their students (Inez, 2022).
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One of the main issues that institutions need to deal with is ensuring the health
and safety of both staff and students. Because only that can serve as the cornerstone of
any effective opening tactic. The coronavirus has a strong likelihood of spreading at the
actual opening of schools, according to several specialists, unless precautions are
taken. A spread like this might even force physical education sessions to end
immediately. This "one step forward, two steps back" condition may cause parents,
students, and instructors to worry and have reservations about how well the schools can
handle the situation. In addition to the common dangers that public school teachers
must deal with, there are some grave issues that are specific to schools and students.
The first of these is that pupils, especially those in junior classrooms, students may not
strictly follow the COVID prevention methods because they are indolent and ignorant.
Students might not wear masks correctly, take good care of their personal hygiene, or
follow social distance rules, for example. Instead of adhering to the general reopening
rules followed by the majority of corporations and other such adult-centric institutions,
schools would need to take these aspects into consideration (Bajaj, 2021).
In California, the reopening was a struggle for both teachers and students after a
very challenging year of primarily distant learning. The shift has reportedly been
extremely challenging, according to more than half of California's top educators. Since
96% of the teachers were only immunized, one of their challenges is being concerned
about the health and safety of the students. Their opinions on in-person instruction were
significantly influenced by their vaccination status. A vaccination that around 80% of the
top instructors received reduced their worries about their own health, although others
are still concerned. Being vaccinated also reduced teachers' worries about the security
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of their families, while around a third still has these worries. Concerns about their pupils'
and their own health and safety were expressed by nearly 70% of the teachers (The
Inverness Institute, 2021).
According to Cambridge Africa (2020) states that one of the biggest worries for both
school principals and staff was assuring cleanliness and safety when schools reopened.
They said that, particularly in rural regions, their schools lacked the essential hand
washing facilities. Due to the fact that many schools lacked adequate classroom space,
implementing social distancing was also mentioned as an anticipated issue.
Additionally, ensuring that all pupils return to school is one of the main issues that
instructors and school principals anticipate facing when schools reopen. The majority of
administrators and educators think that student dropout rates will likely rise. Students
from low-income households, girls, students in rural areas, and underachievers are
more at danger.
In the Philippines, Malipot (2022) states that the Department of Education
(DepEd) discussed the many difficulties that teachers and students who took part in the
trial run encountered. According to Garma, teachers were particularly concerned about
having "limited time to accommodate all learning concerns by learners" and having
insufficient teaching and learning tools. Along with difficulties paying attention to
students in face-to-face and modular delivery modes, teachers also expressed concerns
about the "unreadiness of learners in face-to-face learning." Similar to the children,
teachers complained that face masks and face shields made it impossible to hear the
students. Teachers have also noted reading and writing achievement discrepancies in
kindergarten and first-grade students as well as separation anxiety. Behaviour problems

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were also noted by the teachers among the students "since they had not attended school
for almost two years."
In addition, based on preliminary reports from the participating schools, it was
highlighted that teachers face challenges such as "insufficient funding for health needs"
and pupil adherence to safety and health procedures. The "improper disposal of
infectious waste items" at the pilot schools was another issue. Concerns regarding the
numerous interventions for students in both face-to-face classrooms and those using
modules were also expressed by teachers. “Some students are not yet prepared to take
part in physical classes,” he added (Malipot, 2021).
According to Bordey (2021) challenges faced by teachers and students during
the experimental deployment of face-to-face lessons include students' lack of
preparation and physical proximity, according to a Department of Education official
(DepEd). The [lack of preparedness] of learners for face-to-face learning, especially the
Kinder and the Grade 1 students, is the third challenge that we have gathered from the
field, from those participating, because this Kinder and Grade 1 pupils are the ones who
have not tried schooling because of school closures. Aside from this, it is difficult for
kids and instructors to conform to the government-mandated standard health measures,
which include the use of face masks and shields as well as physical seclusion. Other
difficulties that were faced in the field included the difficulty of hearing the students and
professors because they are both wearing masks, which seriously hinders or prevents
the audibility of their instruction. Teachers allegedly had to repeatedly tell students to
maintain physical distance. The kids are so excited that they like to gather and really
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touch each other. They frequently engage in conversation and play with their peers.
Teachers are thus faced with yet another issue.
Moreover, each and every teacher faces difficult challenges in trying to meet the
requirements of their students. Critically important are the systems and frameworks that
enable them to collaborate, to share their inventions, and to learn from one another. It is
obvious to us that the epidemic would have been a much worse catastrophe for the
pupils without the teachers' initiative and commitment (The Inverness Institute, 2021).
Coping Mechanism of Teachers during Face-to-face Classes. The use of
coping strategies demonstrates the existence of a professional crisis, identifies teachers
who have significantly less life purpose, and intensifies the process of reflection
(Lipayon, 2020). As a result, teachers use a range of coping mechanisms to overcome
the challenges they encounter (Agayon et al., 2022).
Making sure that all pupils return to school is one of the main issues that
teachers and school principals anticipate facing when schools reopen. Making sure
students go back to school , Cambridge Africa (2020) states that all children need to be
encouraged to return to school, and the most disadvantaged need to be given particular
support. Teachers and principals urged the entire community to take action in order to
guarantee that all pupils attend class again. Local governments and school
management committees would need to be involved in this effort to increase community
awareness of the value of students going back to school. Carvalho, Rossiter, Angrist et
al., (2020) states also to investigate expanding attendance options to accommodate all
students, including those who are most at risk of dropping out, and to combine
community involvement with extensive direct communication efforts to parents. To

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assist families in overcoming the higher costs of attending school, offer cash or in-kind
assistance, such as school feeding.
Moreover, some kids will go back to school feeling stressed, anxious, isolation
and unprepared. Every adult has various demands and coping mechanisms for stressful
situations. The situation is the same for kids. According to Unicef.org (n.d.) that during
the first day of classes, teachers can help students' mental health in a number of ways.
First, pay attention to the kids' worries. It is crucial for teachers to pay attention to their
pupils' worries and to show empathy and understanding. Second, assess the
performance of the kids. Teachers and other staff members at the school should take
the time to assess pupils' progress before introducing new academic material to the
class. Third, educate kids about COVID-19 in an accurate manner. Children desire and
require factual information as they return to school. Fourth, ask kids for ideas on how to
make a warm, secure, and pleasant classroom. Encourage kids to help create a warm,
secure, and comfortable environment in the classroom. Fifth, be a good role model for
students by remaining composed, truthful, and compassionate. For their students,
teachers can serve as positive role models. Last but not least, promote games and
sports to foster student connection.
To avoid spreading virus, safety health protocols must be follow, Deped.Gov.Ph
(2020) states that all students, instructors, and staff must receive orientation on all
health regulations that must be rigorously followed at home, while traveling to and from
school, and while on school property on the first day of class. IEC (information,
education, and communication) materials with important health and safety messages
must be put on display in critical locations across the school and in the classes. Prior to
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entering the school, a thermal scanner will be used to check the body temperatures of
all students, instructors, staff, and guests as part of screening and health checks.
Additionally, the teachers must perform health inspections inside the classroom. Prior to
entering the school, a thermal scanner will be used to check the body temperatures of
all students, instructors, staff, and guests as part of screening and health checks.
Additionally, the teachers must perform health inspections inside the classroom. The
designated clinic teacher(s) or the health staff must make sure that the school has an
established and open channel of communication and referral with local health
authorities appointed by the local government unit to respond to and manage COVID-19
cases in the area where the school is located.
Furthermore, teachers must set a positive example for their pupils in order for
them to realize the precautions they must take to protect both themselves and others
from COVID-19. Encourage students to develop the habit of often washing their hands
and/or using hand sanitizers at crucial times, including entering and leaving the
classroom, handling objects such as desks, tables, and books, as well as after blowing
their noses with tissues. Students ought to constantly sneeze or cough into their elbow.
However, if they unintentionally get it in/on their hands, tell them to wash their hands
right away or use hand sanitizer. If students cough or sneeze into a tissue, make sure
they throw it away right away and wash their hands. It is crucial to establish frequent
and consistent hand washing as the norm. Teachers advise children not to touch their
eyes, nose, or mouth, even with clean hands. Encourage frequent hand washing,
practice good hygiene, and get the supplies you need. Set up and maintain alcohol-
based hand sanitizers close to restrooms and lunchrooms, as well as prepare and
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maintain hand washing stations with soap and water in each classroom. It is crucial that
teachers establish some ground rules for the classroom regarding physical distance in
accordance with the policies established by the institution's management (UNICEF,
2021).
According to Welcome (2021) that everyone will be holding on by a thread if we
don't consistently prioritize what is most important for our children and ourselves. If
pupils have learning gaps, teachers must concentrate on tailoring their instruction to
gradually close such gaps. And, if the school or district doesn't already have one,
engaging the aid of an intervention teacher (supported by paraprofessionals who are
educated in research-based reading, writing, and arithmetic programs) might help you
as you seek to close the achievement gaps among your pupils. Moreover, it is
acknowledged that teachers will need to locate "learning gaps" and implement
corrective actions. Schools are urged to concentrate on the core subjects of phonics,
reading, writing, and mathematics for Key Stages 1 and 2. Gaps in English and
mathematics at Key Stage 3 will probably need to be filled. Given that they are adhering
to examination requirements, Key Stage 4 students are anticipated to require more
intense catch-up support (Sharp, Nelson, Lucas et al.,n.d.).
Moreover, teachers should participate in training and coaching to help students
catch up while also ensuring that school surroundings are secure and secured in order
to recoup the learning loss that occurred to kids during the closure of schools. Take
advantage of parents' current interest in distance learning to engage them and boost
outcomes going forward. Finally, to reverse crisis-related learning loss and boost
upcoming learning trends, involve students in accelerated learning interventions

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(Carvalho, Rossiter, Angrist et al., 2020). In addition, for teachers whose classes'
facemask recitations are essential because they must teach and monitor
pronunciations, such as English instructors, they no longer need live recitation; instead,
the teachers and students record and watch videos of them pronouncing words and
sentences, eliminating the need for them to remove their masks during lessons (Asia
Society Philippines n.d.).
Insights Gained of Teacher during Face-to-Face Classes. According to UNICEF
(2021) the crucial role teachers play in ensuring that learning continues is one of the
most important lessons gained throughout the pandemic. When schools reopen, it will
be on to the teachers to make sure that students can finish their education in a healthy
and safe atmosphere and to make up for any lost knowledge and abilities. Knowing the
truth will safeguard both you and your students as a teacher. Beware of false
information and perilous falsehoods regarding COVID-19 that are spreading and
fostering shame and fear. Some of the pupils might be making their way back to class
from homes where they were exposed to incorrect information regarding COVID-19. We
as educators must inform them of the truth. Also, be sure to use COVID-19 information
that comes from reputable sources. Additionally, be sure to rely on official health
authorities and reputable organizations like UNICEF and WHO when using COVID-19
information.
There must be extensive educational preparations because the pandemic
persisted for at least two years and counting. Teachers want DepEd to take their
concerns about the money for classroom preparations into consideration. They wouldn't
need to rant if there were only a budget and allocations. Every district division office in
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the provinces should have set aside money for the planning. The distribution of tasks
from DepEd to its constituents also has a significant issue. Teachers requested that
higher official’s do an extensive field visit and survey to learn about their actual working
conditions. Teachers wished to work with honest and devoted Deped officials. There is
no reason why a teacher's job should be so difficult if only DepEd handled the
classroom setup and decorations while the teachers performed their jobs (Alec, n.d.).
Teachers should urge students to attend in-person classes and parents to enrol
their children in school in order to address all learning loss and gaps because children's
learning suffers when they are unable to directly connect with their teachers and peers.
Their ability to learn could be permanently lost if they are unable to connect with their
peers and teachers at all. Education runs the risk of becoming the biggest divider rather
than the greatest equalizer due to the growing disparity in access to education. We all
suffer when the world fails to educate its youth. Children who are not in school are
among the most disadvantaged and at risk of social exclusion. They are deprived of the
safety net that schools offer and have the lowest likelihood of being able to read, write,
or perform basic math, which increases their risk of exploitation and a lifetime of
hardship (UNICEF, 2022). In addition, Deped.Gov.Ph, (2020) It will be easier for
teachers to monitor students' learning progress and to give the necessary instructional
supervision and interventions if they are able to interact with them in person, even on a
sporadic basis.
According to Arundel (2022) a Government Accountability Office report based on
a teacher poll and virtual meetings with K–12 stakeholders, live instruction was the most
beneficial in assisting kids' academic success during the pandemic. Compared to

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slightly over half (56%) of live but virtual education, at least half of their pupils made
better academic achievement when they received instruction in person. Mateo (2022)
states that to address the learning loss it entails reaching every kid and retaining them
in school, routinely evaluating learning levels, focusing the teaching of essentials,
boosting instructional efficiency, especially through catch-up learning, and fostering
psychological health and wellbeing. In addition, teachers should have strategies to make
up learning loss from school closure like, identify the prerequisite knowledge and skills
that were not covered in class. For the first few months of the school year, design a
separate timetable with lengthier blocks for addressing missing learning criteria and
material that is a precondition for further learning. Create 6-week catch-up courses to
address important standards and subject that were missed. For students in elementary,
middle, and high schools who require it, include daily extra help and direct instruction
intervention time into the schedules. Take advantage of any staff turnover to add
reading, math, and English teachers to offer "extra-time" interventions (Levenson, n.d.).
In addition, Amri et al., (2021) that in face-to-face lessons, teachers will need to
have the necessary tools to provide a secure, comfortable, and productive learning
environment. Particularly considering that the majority of teachers believe it would be
challenging to establish safe spacing amongst kids when they are in school. Teachers
emphasized the need of adhering to health regulations, including the provision of
personal protective equipment (PPE), handwashing stations, and incentives/support for
distant learning, as well as a strong system for monitoring and supervision. The local
COVID-19 taskforce and the local health office should work closely together to
implement intensive monitoring, as well as help the schools in their efforts to inform
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students and their immediate surroundings (family, friends, and neighbors) about the
health protocol. The significance of school supervisors in keeping an eye on the
situation and offering advice to school principals and teachers has also been mentioned
by instructors.
Furthermore, establishing classroom norms and procedures begins with
understanding how COVID-19 spreads and how teachers may protect themselves and
others. For students to abide by the rules, they must grasp what they are. The teacher
should listen to their views and concerns and respond to their inquiries in a way that is
appropriate for their age. Talk about the many reactions they might have and let them
know that they are typical responses to unusual circumstances. To keep schools
operational, teachers must be shielded from COVID-19 transmission in the community.
Therefore, once frontline healthcare workers and high-risk groups have had their
COVID-19 vaccinations, teachers should be given priority (UNICEF, 2021).
In conclusion, Sarmiento et al., (2021) to ensure that students will be safe or at
least lessen the consequences of COVID-19, school administrators, teachers, and
stakeholders must carefully design school health policies when conducting face-to-face
sessions. After all, students' lives are important, just as is their education. To guarantee
that it is fulfilled is everyone's government's duty. Therefore, Malipot (2022)
"Responsibility for education is genuinely a shared one. It truly does take a village to
raise a child, thus it is crucial for parents, educators, and society as a whole to work
together, particularly in light of the current pandemic. And Gutierrez et al., (2021)
"Education must continue no matter what is occurring in the nation or the difficulties we
22
are facing. We continue the process in order to spread positivity, maintain consistency,
and help things return to normal in the nation.”
Theoretical Lens
This research is anchored on the theory of resiliency by Rutter (1987), a
psychiatric risk researcher, stated that a word resiliency is used to explain the positive
tone of individual variances in people's response to stress and adversity. Effective
leaders must possess resilience, which is the capacity to recover from difficulty,
frustration, and bad luck. The body of research reveals a connection between a leader's
job-related stress and their capacity to remain resilient in the face of repeated hardship
(Ledesma, 2014).
Moreover, humans have the ability to face hardship, disappointments, and
trauma and then bounce back in order to fully experience life. Leaders that are resilient
can maintain their enthusiasm under stress, deal with upsetting developments, and
adapt. They recover from setbacks and triumph over significant obstacles without
displaying dysfunctional behavior or causing harm to others. One essential trait of
effective leaders is resilience. In order to advance and thrive, leaders must cultivate it
within themselves. They also have a duty to contribute to preserving the energy of the
members of their teams (Kohlrieser, et al., 2015).
Figure 1 shows that the study focuses mainly on the teachers' experiences,
challenges, coping mechanisms, and insights gained in the limited face-to-face classes.
The Department of Education reintroducing again the limited face-to-face classes to
address the needs of the continuous learning process of learner’s despite of covid-19
pandemic. Since the limited face-to-face classes were implemented, several challenges
23
were faced by the teachers on the field. As the front lines of this battle, teachers
encountered a lot of problems and challenges when it comes to its implementation.
Thus this concern is what the researcher evaluated. Since challenges were elaborated,
the researcher also studied solutions to address this need. This solution will be
beneficial for the improvement and betterment of the limited face to face classes.
Furthermore, this study explores the experiences, challenges they encounter and
what coping strategies they use or apply to perform their duties effectively and
efficiently.
24
Experiences
Insights Gained The Conduct of Limited Challenges

Face-to-Face Classes
Coping Mechanism
Figure 1. Conceptual Framework

25
Research Questions
This study aimed to find out the participant’s challenges and experiences on
limited face-to-face classes. Specifically, it sought to answer the following questions:
1. What are the experiences of teachers on the implementation of the limited face-
to-face classes?
2. What are the challenges of the teachers on the implementation of the limited
face-to-face classes?
3. What are the coping mechanisms of the teachers on the challenges and
problems encountered on the limited face-to-face classes?
4. What insights are gained by the teachers in the limited face-to-face classes?
Scope and Delimitation of the Study
The focused of this study was to explore the teacher’s experiences, challenges,
coping mechanisms, and insights gained on the limited face-to-face classes and this
covered the fourth quarter. This study was delimited to the teacher’s responses about
the implementation of limited face-to-face classes among the teachers of Veruela
Central Elementary School, Poblacion, Veruela, Agusan del Sur. The research
participants were delimited to ten, and an in-depth interview was used in the data
gathering.
Significance of the Study
The results of this study would be beneficial to the following:
Teachers. This study would help teachers knowing that there is a wide range of
challenges on how to to find solutions in terms of teaching strategies that would be
fitted to addressed the learning gaps experienced on limited face-to-face classes.

26
School Administrator. This study would help the school administrator in
creating strategies and techniques to address the problems encountered on the limited
face-to-face classes.
Department of Education. This study would serve as their basis to enhance the
guidelines on the implementation of face-to-face classes considering the experiences,
challenges, and insights of the teachers.
Future Researchers. Upon knowing and understanding the result, and findings
of the study, researchers would considered this as part of reference in doing further
research, about this subject matter.
Definition of Terms
For clarification of the different terms, operational definition is used in this study.
Challenges. This refers to the problems met by the teachers in the field
throughout the implementation of the limited face-to-face classes. This pertains to
teaching strategies to be applied on the learning loss and gaps of the learners.
Coping Mechanism. This refers to the strategies being used by the teachers to
perform their duties more effectively and efficiently during the limited face-to-face
classes.
Experiences. This refers to the activities done, encounter or observation and
adjustment made by the teacher throughout the limited face-to-face classes’
implementation.
Face-to-face classes. This refers to teacher and students having interaction with
each other inside/outside the classroom.

27
Insights. This refers to the teachers' positive and or negative point of view on the
implementation of limited face-to-face classes.

28
Chapter II
METHODS
This chapter presents the discussion of the research design, research
respondents, research instruments, data gathering, procedure, and statistical
instruments use in the analysis and interpretation of the data gather.
Research Design
A qualitative research design was used in this study to collect information,
opinions, knowledge, and experiences of teachers. Qualitative research is considered
an “interpretive paradigm,” which emphasizes the meanings and experiences of the
study participants. Qualitative research helps explain how people interpret their
environment and experiences and what meaning they place on those experiences
(Merriam, 2019).
This study was a qualitative study employing a phenomenological approach
because it sought to explore the experiences, challenges and problems of Veruela
Central Elementary School teachers. This research study utilized phenomenology as
the research design. It enabled the researcher to look into the experiences,
understanding and emotions of others who have observed or live through the
phenomenon or circumstance of interest.
Research Locale
This study was conducted in Veruela Central Elementary School with SPED
Program, Poblacion, Veruela, Agusan del Sur. The name of the school had extension of
SPED Program because in the year 2013, the school applied and passed the
requirements to cater Learners with Special Education Needs. Poblacion is

29
a barangay in the municipality of Veruela, in the province of Agusan del Sur. Veruela is
considered as the oldest town of upper Agusan del Sur. It is believed the name
“Veruela” is derive from the word “virus” as the entire area is suffering from smallpox
and cholera in the late 18th century when the Spanish missionaries encounter the tribe.
From then on, the name Veruela exist out of the Spanish word La Verus.
Poblacion is situated at approximately 8.0830, 125.9642, in the island of
Mindanao. Elevation at these coordinates is estimated at 26.3 meters or 86.3 feet above
mean sea level. Poblacion shares a common border with the following barangay(s):
Pag-asa, Sta Josefa, Agusan del Sur, San Gabriel, Veruela, Agusan del Sur, Sta.
Emelia, Veruela, Agusan del Sur, Magsaysay, Veruela, Agusan del Sur, Sampaguita,
Veruela, Agusan del Sur, Masayan, Veruela, Agusan del Sur, and Tapaz, Sta. Josefa,
Agusan del Sur.
Veruela Central Elementary School was first known as Veruela Settlement Farm
School. It is found by Mr. Gabriel Ortiz in 1914. With almost of decade of existence,
Veruela Central Elementary School is gradually growing in terms of enrolment, teaching
force and facilities.
Veruela Central Elementary School is one of the schools of Veruela I District. It
is categorized as big school because of its school children’s population. It is comprised
of seven grade levels from Kindergarten to Grade Six with four sections in each grade
except Kindergarten. It is currently headed by Mr. Emmanuel A. Valeriano, the District
In-charge of Veruela I with the school Principal, Mrs. Eva P. Goloran

30
Veruela Central Elementary School Site
Figure 1. Location map of Veruela Central Elementary School, Poblacion, Veruela,
Agusan del Sur

31
Role of the Researcher
I employed the seven stages of an interview inquiry report by Fink (2000)
interview inquiry report a logical sequence of stages from thematizing the inquiry, to
designing the study, to interviewing, to transcribing the interview, to analysing the data,
to verifying the validity, to reliability and generalizability of the findings, and finally to
reporting the study.
In particular, I decided on the research questions that would answered through
interview. I scheduled an individual in-depth interview after the teachers agrees to be
part of the study. I visited teachers at school during office hours to conduct in-depth
interviews following safety health protocols. After the interviews was completed, I then
transcribed the answers of the participants. After transcribing, I validated the information
given to confirm accuracy by giving back the results to the participants for further
clarification and finalization. If the data given was finally approved by the participants, I
proceed to the analyzation and discussion of all the results gained from the interview. Its
validity, reliability, and generalizability were also verified.
When compiling research data, the researcher evaluated it for validity and
reliability. Each word, phrase, sentence, and paragraph was reviewed in order to obtain
the interviewees’ meanings. The purpose of this was to find the themes of the
interviews. The responses of the participants were evaluated for commonalities in terms
of thematizing. Themes would be generated from the commonalities that are found. An
excerpt was used to refer to the answer from which the theme was extracted.
Moreover, I used proper codes for the collecting data. Coding was one of the
best ways to summarize a huge amount of information collected. Coding of qualitative

32
data simply means categorizing and assigning properties and patterns to the collected
data. The qualitative data gathered helped me to perform in-depth studies of the subject
matter.
In order to protect the identity of the participants, pseudonyms was used in
reporting the outcomes; other information that might identify participants, such as
participants’ field sites, was omitted in the transcripts. The audio recorded was deleted
at the completion of the study.
Research Participants
The participants of the study were the 10 teachers of Veruela Central Elementary
School with a minimum of five-year teaching experiences from the different grade
levels. The participants of this research was selected through a non- probability type of
sampling, specifically purposive sampling. The researcher conducted an in-depth
interview concerning the experiences, challenges, coping mechanism and insights
gained during the limited face-to-face implementation.
Data Collection Procedure
The researcher followed proper guidelines on the procedure of gathering the
data. First, before conducting the interview, the researcher asked permission to the
Schools Division Superintendents of Agusan del Sur to conduct the study. After getting
the approval, together with the endorsement of the division office, and when approved
by the District Supervisor the researcher sent letter of permission to the school principal.
Second, after obtaining permission, finalizing of teacher based on the criteria given is
follow. Each research participants was asked to sign a consent form and be informing of
the study’s intent. Third, during the in-depth interview, research participant was asked to
33
answer the open-ended questions intended to produce their experiences, challenges,
coping mechanism and insights gain on implementing the limited face-to-face classes.
Meanwhile, I conducted follow-up interviews, as needed, to gathered additional data.
The approximated time for each follow-up interview varied depending on the number of
questions. An audio recorder was used to record the interview and a field note was
used in the in-depth interview.
Data analysis
This researcher used qualitative design. The approach that in analyzing data
collected through in-depth interviews was be the interpretative approach. As intended
by the researcher, the study sought to present teachers' experiences, challenges, and
solutions in the implementation of the limited face-to-face classes.
After collecting data in the field, the researcher used transcription to make sense
of the details. The transcription was encoded in the computer for safekeeping and
analysis. Computer software was utilised for efficient data storage and retrieval. Back-
up files were provided also to ensure that copies were safe. Data analysis starts during
the collection period. The newly collected data was reviewed, synthesized, and
recorded almost every day to keep absolute, careful, and accurate, informative details
about the study.
Trustworthiness and Credibility
To reinforce the trustworthiness and credibility of the collecting data, the following
frameworks were use:
Credibility. Credibility is a measured of the truth value or whether the study’s
findings are corrected and accurate. Review of the methods and analysis occured
34
simultaneously throughout the research process and provided the researcher with
balanced considerations in striving for accurate interpretation of data. Discussions and
commentary of the researcher’s adviser and panel members were noted and compiled
for further credibility of the study.
Transferability. The researcher assured that the results of this study can be
applicable to other contexts, situations, times and wider population. Aside from the
Veruela Central Elementary School teachers would benefit to this study, it is also
applicable to other schools because most of the school now conducted limited face-to-
face classes.
Dependability. Dependability is used to measure or demonstrated the
consistency and reliability of the study’s results. To achieve dependability, the
researcher ensured that the research process is logical, traceable, and clearly
documented. Moreover, the data acquired is properly analyzed, corrected, and the
study's findings are dependable to ensured dependability.
Confirmability. In terms of confirmability, the researcher replicated the results to
show that those results are a product of independent research methods and not of
conscious or unconscious bias. The researcher also proved that the study is neutral and
not influenced by the assumption or biases.
Ethical Consideration
Before I conducted my study, it would be my responsibility to respect the rights,
needs, values and desires of my respondents. I took necessary measures to strictly
adhere to the ethical guidelines to safeguard the participants’ privacy, confidentiality,

35
dignity, rights, and anonymity. Thus, the following considerations were observed
carefully by the researcher in gathering the data.
Social Value. I made sure that the design of the study, methodology, and data
collection, overall, should be able to generate relevant information supportive to the
objectives of the study. I strongly believed that social value can only be achieved if the
study is scientifically valid. Therefore, a wide dissemination plan for the results of the
study must be included in the protocol. Dissemination is significant for it will give the
community and the department an idea on how to address the needs of the school
heads in this trying time and make them more capable and equipped in the field through
the training design that will be created no matter what the results of the study is. If this
will be achieved, then the learners will be given quality education they truly deserved.
Informed Consent. Before I conducted my study, I needed to ensure that all the
respondents participated on the basis of informed consent. Given the current situation
that everyone is battling, health and safety of my respondents was given a top priority.
Thus, the informed consent was sent individually to the respondent’s messenger and
DepEd email accounts. They were asked to read it further for more information and
deeper understanding of their participation in the study. Rest assured that the
respondents were given the right to choose whether they would participate or not.
However, if they wished to become respondents, then they would return the informed
consent with their electronic signature through my messenger and email account.
Furthermore, as a researcher, it was my liability to guarantee that the
respondents involved in my study were willing to participate and that where are not
forced to do so.
36
Risks, Benefits and Safety. Since the study was done in COVID-19 pandemic,
I made sure that the participants were subjected to harm or any untoward incidents for
their safety would always be the top priority. Thus, the participants were given options to
be interviewed through online platforms or face to face interview with COVID 19
restrictions.
Privacy, Confidentiality, and Confidentiality of Information. The researcher’s
assurance of privacy and confidentiality extends to the consent form and the survey
questionnaire from which documents participation in the study must and be treated as
confidential and private documents. All the gathered data disclosed during the course of
the study were safe kept through a locked file folder and must only be accessed by the
researcher and any other authorized person. Also, the gathered data were disposed
through aggregate findings, not individual- level data, to the public. When the data were
analyzed, the results will be sent back to the participants for further clarification.
Moreover, the anonymity of the individuals and organizations involved has
safeguarded. This is why, I guaranteed confidentiality and privacy of my respondents by
not including their names and other personal information in the gathering of data. I
would not divulge any information or events that have the tendency to identify my
respondents even after the findings of the study. Therefore, whatever data gathered it
should not be disclosed in respect to the respondents’ trust and privacy. Bhatia, Mishra,
Nimgaonkar, Deshpande, and Parker (2019) emphasized that the right to privacy, as
well as the associated ethical obligation of confidentiality, allows respondents to restrict
others' access to information about themselves.

37
Justice. Fairness among the research participants was evident, and that their
needs must always come before the objectives of the study. The participants were
chosen based on research needs and not with the expediency of the researcher.
Additionally, the researcher made sure that there was no unfair treatment among the
respondents and also, the questions in the survey were free from biases. Moreover,
through the provisions of the informed consent, care, compensations and
reimbursement were observed. I guarantee that any benefits arising from the study
would be made available to the research respondents.
Thus, the researcher ensured that results of the study is accurate and done with
full honesty. Also, before the reporting the results of the study, the respondents would
be shown the data analysis for them to check and ensure that they agree on how it was
being stated. Moreover, I believed that my study was timely and relevant to the current
scenario in the Philippine educational system.

38
Chapter III
FINDINGS
This chapter presents the findings to the research questions that gives and
explored feedback mechanism from the elementary teacher’s point of view. The main
focus of this study was on limited face-to-face classes:from the narratives of elementary
teachers.
. The research participants were selected through purposive sampling method
conducted at Veruela Central Elementary School, Division of Agusan Del Sur. The
informants, desired the number of samples through in-depth interview.
The responses were subjected to the content analysis where the themes of all
the responses were drawn. In keeping the research ethics for the qualitative research,
codes had been used to conceal the identities of the research participants. The
presentation of the result of the study was done according to the order of specific
research questions that used in the study.
Experiences of Teachers during the Implementation of the Limited Face-to-Face
Classes
This section presents the results to the 1st major question; ‘What are the
experiences of teachers during the implementation of the limited face-to-face classes?’
Four specific research questions were used to gather data and information for this major
research question. The questions were intended to gather information on the
understanding of the research participants regarding to the phenomenological functions
or responsibilities they had view on the study.

39
Advantages that Observed during the Limited Face-to-Face Classes
The theme in this section were coming from research question 1.1 What
advantages have you observed during the limited face-to-face classes?’. These
perspectives intended to respond to the unique challenges and opportunities of today’s
educational landscape that would help to give idea on limited face-to-face classes. In
this study, the respondents revealed eight emerging themes: student able to socialize.
Thus, the views of 21st century leaders play an important role as pointed by respondent
1;
The advantages I have observed during the limited face to

face kay ang mga bata they experienced socialization na,
and making friends with the people of their age. Kabalo na
sila mo interact with their teacher and classmates.They can
now build trust of themselves and of course ang learning is
madungagan gyud..And as a teacher I can correct right
away whatever observations been made such as wrong way
of writings , some writes from right to left instead of left to
right. Ang uban pud they started from the lower blue line
instead of writing with the blue lines at the top, and some
writes starting at the red lines.
(The advantages I have observed during the limited face to

face is that the children. they have experienced socialization,
and making friends with the people of their age. They know
how to interact with their teacher and classmates. They can
now build trust of themselves and of course the learning is
truly amazing. And as a teacher I can correct right away
whatever observations have been made such as wrong way
of writings, some writes from right to left instead of left to
right. Others also started from the lower blue line instead of
writing with the blue lines at the top, and some write starting
at the red lines)
And respondent 2 added,
The advantages I observed during the limited face to face

were I was given a chance to know more deeply with my
learner. I was able to mingle them and as a teacher mabal-
an gyud nako ang ilang tinood nga attitude and their
40
strengths and weaknesses. And siguro I was able to let them

read. I knew the reading ability of my learners as to word
recognition and comprehension and syempre mailhan gyud
nimo ang ilahang understanding sa math labi na ang ilang
mathematical skills.
(The advantages I observed during the limited face to face

where I was given a chance to know more deeply with my
learner. I was able to mingle them and as a teacher I can
really learn their true attitude and their strengths and
weaknesses. And maybe I was able to let them read. I knew
the reading ability of my learners as to word recognition and
comprehension and of course you can really.)
Respondent 7 also observed many factors and said,

.
There are so many advantages of limited face to face
classes ma’am, and sa akong mga na observe; it is an
effective way to learn knowledge and skills because the
pupils were be able to engage in group discussion, sa ilang
reading, writing and other group tasks. Ang mga bata are
more comfortable and could learn easily in a traditional
classroom situation murag ni balik ba sauna katong wala pay
pandemic. They were able to concentrate in their studies
because siguro less distraction. They were able to learn
more stories and experiences sa ilang mga teachers and
their classmates sad . Dali lang pud sila maka comply sa
mga requirements sa classroom. And ilang mga problems
and queries about the lesson are easily addressed by the
teachers.
(There are so many advantages of limited face to face

classes mam, and those of me who have observed; it is an
pupils were able to engage in group discussion, in their
reading, writing and other group tasks. The children are
classroom situation. They will be able to concentrate in their
studies because maybe less distraction. They were able to
learn more stories and experiences from their teachers and
their classmates sad. They can easily comply with the
classroom requirements. And their problems and queries
about the lesson are easily addressed by the teachers)
The observation of respondent 10 agreed to others, she pointed out.
41
One of the advantages during limited face to face classes is

the interaction between students and the teacher, for me it is
very vital, since it helps teachers identify student's
weaknesses in different learning areas. And to develop ways
to help the learners overcome the challenges. And of course,
the limited face to face classes in time of pandemic really
has a big impact on student's academic learning and
development because it allows students to have a strong
academic engagement, and they really have the opportunity
to socialize and connect with their classmates.
Adds to Students’ Learning. This theme constituted to the primary views of the
downsides of limited face-to-face learning. This means that as a teacher, you must be
aware and utilize the adds to students learning. Respondent 8 asserted;

face classes was mainly the chance to finally meet the pupils
after years of modular learning.
Correct Students’ Writing. Another theme that emerged from the views of the
school head during the interview on the teacher’s experiences during limited face-to-
face classes was correcting students’ writing. Most of the respondents corrected each of
their students. As respondents agreed, on the idea that in order to help the students in
the scenario of limited face-to-face classes, the respondent 1 pointed out;
And as a teacher I can correct right away whatever

observations been made such as wrong way of writings,
some writes from right to left instead of left to right, the
others they started from the lower blue line instead of writing
with the blue lines at the top, and some writes starting at the
red lines
Able Students to Read. Being an innovative teacher means being persuasive in
establishing creative ways to achieve directions to transform the students to reach their
highest potentials and helping students to be able to read is a fulfilling part for a teacher.
42
For the respondent 2, helping students able to read implied an application of new and
fast changing ideas. Teachers should be able to see possibilities and take advantage of
every opportunity to bring the students to greater heights of development in reading.
The teacher gave her view, as respondent 2 said;
I was able to let them read. I knew the reading ability of my

learners as to word recognition and comprehension and of
course they have a better understanding in math especially
in their mathematical skills.
Queries Easily Addressed. This theme came-up with the idea that being an
effective teacher was to address the queries easily. They needed to establish a context
for student-teacher relationship in the school and understand how every individual could
be used to restructure learning environments and empower both teachers and students.
Although the demands which are required to cope with new generations can cause
stress but still according to respondent 2 they needed to take it because in the first
place they have no choice. Respondent 3 expressed;
Siguro ang back to school, they continue learning with the

teacher, and as a teacher I can easily provide sa ilahang
learning needs because nag-uban nami adlaw-adlaw.
(Maybe back to school, they continue learning with the

teacher, as a teacher I can easily provide for their learning
needs because they are together day after day)
Respondent 7 also agreed that in limited face-to-face classes they can easily address
the queries of the students unlike modular learning. She said,
There are so many advantages of limited face to face

classes ma’am, and sa akong mga na observe; it is an
43
classroom situation murag nibalik ba sauna katong wala pay

pandemic. The able to concentrate in their studies because
siguro less distraction. They were able to learn more stories
and experiences sa ilang mga teachers and their classmates
sad. Dali lang pud sila maka comply sa mga requirements sa
classroom. And ilang mga problems and queries about the
lesson are easily addressed by the teachers.
(There are so many advantages of limited face-to-face

classes ma’am, and those of me who have observed; it is an
pupils will be able to engage in group discussion, in their
classroom situation. They able to concentrate in their studies
because maybe less distraction. They were able to learn
more stories and experiences from their teachers and their
classmates sad. They can easily comply with the classroom
requirements. And their problems and queries)
Seconded by respondent 9;
In a limited face-to-face class kuan, usually gyud the needs

of learners would be able to address by the teachers.
Teachers would have kanang time to give one-on-one
attention to learners and mahatag gyud ang appropriate
instructions individually. There will be more time for
instruction and less disruption of classes.
(In a limited face-to-face class, usually the needs of learners

would be able to be addressed by the teachers. Teachers
would have that time to give one-on-one attention to learners
and give appropriate instructions individually. There will be
more time for instruction and less disruption of classes.)
Learners Easily Monitored. Limited face-to-face classes also help the students
to get easily monitored the students. It is the easiest way to get the attention of the
learners. Respondent for amended that planning is very important in dealing the
students, as he mentioned;
The advantages I’ve observed during the limited face to face

is that the class should be planned accordingly and should
be following the health protocol to ensure that learners
44
should be safe. Learners can easily monitor and should be

for their learning needs.
Learners and Teacher’s Interaction. Student-teacher relationship is very
important to build a great learning collaboration. With learners and teacher’s interaction,
it is an effective way of getting someone’s attention in class and interacting with the
students can build their confidence in learning their lessons.
Respondent 5 observed,
Sa limited face-to-face classes kuan, learners were able to

understand more the concept of the lesson. They can
express and share their opinion, they ask question easily if
they can’t understand the lesson, and kanang they can learn
also from the classmates kumbaga naay peer interaction ba.
(In the limited face-to-face classes, learners were able to

understand more the concept of the lesson. They can
express and share their opinion, they ask questions easily if
they cannot understand the lesson, and that they can also
learn from their classmates as if it were peer interaction.)
Additionally, respondent 8 said;

face classes was mainly the chance to finally meet the pupils
after years of modular learning.
And concluded by respondent 10,
One of the advantages during limited face to face classes is

the interaction between students and the teacher, for me it is
vital since it helps teachers identify student’s weaknesses in
different learning areas. And to develop ways to help the
learners overcome the challenges.
Learners Willingness to Learn. In observance of limited classes, teachers
observed that they can see the learners are willing to learn despite of the pandemic.
Students are eager to learn and want to learn more. Respondent 6 amended;
45
Sa akoa ma’am kay the learners are excited and willing to

learn despite sa ilang gaps or the learning tungod sa
pandemic and they have experienced blended learning man
gud. As a teacher I can concentrate teaching giving more
time to struggling learners considering the number of
learners who come to school is limited. As ilahang maestra I
can identify easily kinsa tong mga struggling learners and
the teacher may use strategy to what skills they will be
developed.
(In my case, the learners are excited and willing to learn

despite their gaps or the learning because of the pandemic
and they have experienced blended learning too. As a
teacher I can concentrate teaching giving more time to
struggling learners considering the number of learners who
come to school is limited. As their teacher, I can identify
easily who those struggling learners are and the teacher
may use strategy to what skills they will be developed.)
Agreed also by respondent 7;
There are so many advantages of limited face-to-face

classes ma’am, and sa akong mga na observed; it is an
classroom situation murag nibalik ba sauna katong wala pay
pandemic. The able to concentrate in their studies because
siguro less distraction. They were able to learn more stories
and experiences sa ilang mga teachers and their classmates
sad. Dali lang pud sila maka comply sa mga requirements sa
classroom. And ilang mga problems and queries about the
lesson are easily addressed by the teachers.
(There are so many advantages of limited face to face

classes mam, and those of me who have observed; it is an
pupils were be able to engage in group discussion, in their
classroom situation. The able to concentrate in their studies
because maybe less distraction. They were able to learn
more stories and experiences from their teachers and their
classmates sad. They can easily comply with the classroom
46
requirements. And their problems and queries about the

lesson are easily addressed by the teachers)
Concentration in Teaching. Amidst the pandemic and blended learning,
teachers also desire to have a concentration in teaching and for the students to learn
well. Online and modular learning also helps the students but face-to-face classes is far
different from blended learning. These factors are observed by respondent 6;
Sa akoa ma’am kay the learners are excited and willing to

learn despite sa ilang gaps or the learning tungod sa
pandemic and they have experienced blended learning man
gud. As a teacher I can concentrate teaching giving more
time to struggling learners considering the number of
learners who come to school is limited. As ilahang maestra I
can identify easily kinsa tong mga struggling learners and
the teacher may use strategy to what skills they will be
developed.
(In my case, the learners are excited and willing to learn

despite their gaps or the learning because of the pandemic
and they have experienced blended learning too. As a
teacher I can concentrate teaching giving more time to
struggling learners considering the number of learners who
come to school is limited. As their teacher, I can identify
easily who those struggling learners are and the teacher
may use strategy to what skills they will be developed)
Seconded by respondent 9:
In a limited face to face class kuan, usually gyud the needs

of learners would be able to address by the teachers.
Teachers would have kanang time to give one-on-one
attention to learners and mahatag gyud ang appropriate
instructions individually. There will be more time for
instruction and less disruption of classes.
(In a limited face to face class, usually the needs of learners

would be able to be addressed by the teachers. Teachers
would have that time to give one-on-one attention to learners
and give appropriate instructions individually. There will be
more time for instruction and less disruption of classes)
47
Disadvantages that Observed during the Limited Face-to-Face Classes
This section presents the results to the 1.2 question; ‘What disadvantages have
you observed during the limited face-to-face classes. Teachers are tend to observe how
to implement school rules and regulations throughout limited face-to-face classes.
Respondents stated that’
Disadvantage. I think my observations, una, the preparation

of the modules gyud was never easy. It takes/spent more
time from printing to sorting and to distribute it even in
checking their works when we know it’s their
parents/guardians sibling who completed the tasks. Ikaduha
kay ang mga bata are not exposed to face to face
discussion, so they learn a lot especially when it is the
teacher who instill to them things they should learn. Ika tulo
ang mga ginikanan is they don’t have that great patience for
teaching their own children. They don’t even have a lot of
time to spent in teaching that is why usahay delayed and late
submission of modules specially on scheduled dates are the
most.
(Disadvantage. I think my observations, first, the preparation

of the modules really was never easy. It takes/spent more
time from printing to sorting and to distribute it even in
checking their works when we know it’s their
parents/guardian’s sibling who completed the tasks. Second,
the children are not exposed to face to face discussion, so
they learn a lot especially when it is the teacher who instills
in them things they should learn. Thirdly, the parents are
they don't have that great patience for teaching their own
children. They don't even have a lot of time to spend in
teaching that is why sometimes delayed and late submission
of modules especially on scheduled dates are the most.)
This was supported by respondent 4;
The disadvantages I've observed during the conduct of

limited face to face classes is the lack of time because
teacher must need to expound more on her teaching but due
to limited time she could not cope up all the lesson on that
particular that day it's difficult on the teacher's part. In some
instances, most learners cannot come to school because
they have many alibis like they have a cough, a cold, and so
48
on which are COVID symptoms so they can be really tired

and tired.
Modules/Lesson Preparation not Easy. The lesson plans are said to be the
backbone of the teachers. The teachers in terms of preparing the lesson is also take
time most especially in making lesson plans. Guiding the teachers in every aspect
needs to practice of transparency. In this theme, teachers experienced that in preparing
modules and lesson plans is not easy, in every way as respondent 5 suggested;
The number of hours per subject is not enough gyud

because you need more time to elaborate the lesson for
them and kuan to understand well. Also the pupil’s attitudes
and behaviour.
(The number of hours per subject is really not enough

because you need more, time to elaborate the lesson for
them and how to understand well. Also, the pupil's attitudes
and behaviour.)
In like manner, informant 6 conveyed;

Ang disadvantages aning limited face-to-face classes is that
the teacher should give or apply extra effort in the delivery of
lesson kay kuan because the content of the lesson will be
repeated to the next set of learners, tungod kay , the teacher
will think on how to cope up the competencies in each
subject.
(The disadvantages of this limited face to face classes is that

the teacher should give or apply extra effort in the delivery of
the lesson because the content of the lesson will be
repeated to the next set of learners, because, the teacher
will think on how to cope up with the competencies in each
subject.)
And respondent 10 added,
Limited face-to-face classes sa eskwelahan was arranged in

two sets, the set A and set B. The first set ang class in the
first week while the second set does a module, it’s a vise
versa. Kani ba is lisod gyud sa mga bata nga part because
49
they cannot focus and understand well especially sa mga

lessons in the module dili sila matudluan og tarong sa balay
to think nga difficult pud siya sa mga teachers because
dugay kaayo ang modules moabot late na kaayo. And also
printing of modules is a burden gyud sa teacher.
(Limited face to face classes in the school were arranged in

two sets, the set A and set B. The first set is the class in the
first week while the second set does a module, it's a vise
versa. Is this really difficult for the children part because they
cannot focus and understand well especially in the lessons
in the module they cannot be taught properly at home so I
think it is also difficult for the teachers because it takes a
long time for the modules to arrive very late. And also
printing of modules is really a burden to the teacher.)
Learners Difficulty in Learning. The teachers observed that the students are
experiencing difficulty in learning. Thus, with the demand of educational system today,
teachers pursued transparent decision making especially on transactions because they
were accountable on it. Respondent 1 believed that they must have determination
especially when it came to the implementation of the required standard curriculum. They
were amenable that a school head should have the courage to adapt changes in the
field of teaching and learning process. She shared;
” Ikaduha kay ang mga bata are not exposed to face to face
teacher who instill to them things they should learn.”
(Secondly, the children are not exposed to face to face

teacher who instill in them things they should learn.)
Patience of Parents. Teachers that gives feedback after every activity leads to
significant attribute of learners. According to them, giving feedback referred to the way
the teachers to his or her students in a good way to have a good communication. They
believed that giving feedbacks had profound influence on their teachers’ attitude, well-
50
being and performance and must supported by the patience of the parents. Respondent
1 asserted;
Third, the parent is they don’t have that great patience for
teaching their own children. They don’t even have a lot of
time to spent in teaching that is why sometimes it is delayed
and late submission of modules specially on scheduled
dates are the most.
Learners Lacking Knowledge. To be an efficient teacher means having a time
in dealing students in knowing the issues and concern of the school. Almost all the
informants unveiled the same response in pertaining to the disadvantages of downsides
limited face-to-face classes particularly on understanding of the millennial. They had
common views about the learning methods but teachers observed they are lack of
knowledge. They believed that millennial today need attention and want to get more
attention. By that observance respondent 2 expressed;
The disadvantage for me is, the pupils were very poor in

word recognition, comprehension and mathematical skills.
Learners’ Behaviour. The respondents likewise mentioned that many problems
in and out of the school like learners’ behaviour and it could be directly traced to the
effectiveness of their school’s communication system either in written or verbal form.
They wanted to ensure that their key messages should be communicated clearly and
consistently to the concerned person or group. However, respondents pointed out that
their skills in communication were not only limited in having a clear and consistent
communication. Nevertheless, they shared how important to be a leading example to
match their every word to their actions because they believed that it also a part of
developing integrity as a teacher. Hence, respondent 2 claimed;

51
The behaviour of the pupils were quite different compared

to that of classes before the pandemic.
Supported by respondent 3,
Children are hard-headed behind of the learning in their
level, behavioural children like noisy, messy, no memory
retention especially those slow learners.
Furthermore, respondent 5 said;
Also the pupil’s attitudes and behaviour.
And lastly respondent 4 ended;

In some instances most learners cannot come to school
because they have many alibis like naa silay ubo, sip-on
kalintura and so on which is COVID symptoms, that’s why
they tell lies and also they are tired.
Financial Needs of Learners. The respondent believed that students was most
effective when it helped people grow and empower other towards a common goal most
especially in their financial need of the learners. Respondents shared that they
encourage students to motivate their studies despite of poverty. Respondents 7 in this
study pointed out;
Disadvantages, siguro I observed during limited face to face

classes kay parents spent more on their children fare in
going to school gasto kaayo and pupils are not following the
minimum health standards
(Disadvantages, maybe I observed during limited face to

face classes because parents spent more on their children
fare in going to school and pupils are not following the
minimum health standards.)
Limited Interaction. This generated-theme revealed that limited classes is
equals to limited interaction. Teachers are wants to hone students to its lessons after
blended learning. Respondent 8 shared;

52
The disadvantages I think it was the limited time to interact

with the pupils because you will only meet them half day and
two weeks every month.
Responded 9 added;
Limited face-to-face class is very challenging to teachers like

me. They have limited time to accommodate all learning
concerns by learners, some also have limited teaching and
learning resources. Also, ang teachers experienced
challenges in paying attention sa mga bata during face to
face and modular delivery modalities.
(Limited face to face class is very challenging to teachers

like me. They have limited time to accommodate all learning
concerns by learners, some also have limited teaching and
learning resources. Also, teachers experienced challenges in
paying attention to children during face to face and modular
delivery modalities)
Limited Time. Respondent 10 revealed that teachers also maximizing their
limited time because they are in limited face-to-face classes. She cited;
Limited face-to-face class is very challenging to teachers like

me. They have limited time to accommodate all learning
concerns by learners.
Limited Learning Resources. Teachers also revealed that one of the
disadvantages of limited face-to-face classes are the limited learning resources. In
observance of respondent 9, she stated;
“some also have limited teaching and learning

resources.
Difficult Settings. The classroom setting in the limited face-to-face classes is
also an example of disadvantages. Teacher’s find it difficult to handle time-management
and the students from time to time. Respondent 10 asserted;
Limited face-to-face classes sa eskwelahan were arranged

in two sets, the set A and set B. The first set ang class in the
first week while the second set does a module, it’s a vise
53
versa. Kani ba is lisod gyud sa mga bata nga part because

they cannot focus and understand well especially sa mga
lessons in the module dili sila matudluan og tarong sa balay
to think nga difficult pud siya sa mga teachers because
dugay kaayo ang modules moabot late na kaayo. And also
printing of modules is a burden gyud sa teacher.
(Limited face to face classes in the school were arranged in

two sets, the set A and set B. The first set is the class in the
first week while the second set does a module, it's a vise
versa. Is this really difficult for the children part because they
cannot focus and understand well especially in the lessons
in the module, they cannot be taught properly at home so I
think it is also difficult for the teachers because it takes a
long time for the modules to arrive very late. And also
printing of modules is really a burden to the teacher)
School Preparation for Limited Face-to-Face Classes
This section presents the results to the 1.3 question; “How did your school
prepare for the limited face-to-face classes?”. Respondents revealed that schools have
their own way of preparing limited face-to-face classes for almost two years blended
learning; this theme revealed three emerging themes namely: collaborative effort, well-
prepared facilities and complied health requirements.
Collaborative Effort. Most of the informants revealed common responses on
schools having a collaborative effort. It was commonly uttered that in this current years,
educational institutions needed a teachers who are supported, shared and collaborative
aspects that create a climate where learning was regarded as the “common good” for
everyone’s benefit. They believed that all were encouraged to give their share in
collaborative decision-making process that included administrators, teachers, students
and parents. Respondent 1 cited;
The school preparation was a collaborative effort of the

internal and external stakeholders. Like the principal with the
SGC/GPTA President called up a BOD Meeting for the
54
agenda para ma approvan sa kadaghanan. Classroom

repainting mga sitting arrangement gina evaluate gyud to
follow health protocols. Landscaping sad diay was also
collaboratively done by the parents, school cleaning pud is
para ma excite mga bata to come back to school.
(The school preparation was a collaborative effort of the

internal and external stakeholders. Like the principal with the
SGC/GPTA President called up a BOD Meeting for the
agenda to be approved by the majority. Classroom
repainting sitting arrangements are evaluated to follow
health protocols. Landscaping, I was also collaboratively
done by the parents, school cleaning is also to excite the
children to come back to school)
And agreed by respondent 6,
Before the face to face classes start, ang among principal is

requesting the Local Government Unit, the School Parent
Teachers Association to help the school be ready for the
limited face to face classes. And the teachers with the help
of the parents prepared the classroom para ma ready
following the health protocols from the IATF or from the
MHO.
Well-Prepared Facilities. For the informants, thought the education today is far
different from the traditional, they are still on the process of improvement and moving
forward to stay strong in any problems that they may encounter. Teachers shared some
common responses on the views that though they were not against the big challenges
in the educational system today, but still they faced the hardship in adapting it.
However, they viewed that before the limited face-to-face classes starts, they provide a
well-prepared facility for the students to give a convenient and conducive learning area.
They believed that they were able to take the gradual but meaningful process of
change. Respondent 2 expressed:
Preparation kuan ang school kay well prepared gyud before

the limited face-to-face classes. Naay mga proper
arrangement of seats which observe 1-meter social
55
distancing. Mga materials for health protocols like mga

thermostat, alcohol, face mask. Construction sa washing
facilities sad diay. Every classroom naa gyud dapat washing
facility. Signages sa entrance and exit in every classroom
and pathways of the school were kanang painted gyud siya
para dali makita sa mga bata.
(Preparation when the school is really well prepared before

the limited face to face classes. There are proper
arrangements of seats which observe 1-meter social
distancing. Materials for health protocols like thermostats,
alcohol, face masks. Construction of washing facilities, and
finished Every classroom should have a washing facility.
Signages at the entrance and exit in every classroom and
pathways of the school were that's really painted so that
children can see it easily)
In addition, respondent 4 added;
Daghan gyud, actualy dako kaayo siya og preparation

during the limited face-to-face one is to ensure the safety of
everybody particularly sa mga bata. Handwashing are is
provided before entering the school premises and the health
check is provided before entering the school premises,
kuhag temperature, hugas ug uban pa.
(There are many, actually a lot of preparation during the

limited face to face one is to ensure the safety of everybody
especially the children. Handwashing are provided before
entering the school premises and the Health check is
provided before entering the school premises, take
temperature wash and more)
Furthermore, some schools put some hand-washing area for the students also as
respondent 7 added;
We also put up washing areas wherein our pupils religiously

wash their hands. Our classroom sad were also set up
following the one-meter distancing and ang
alcohol/disinfectant placed outside the classroom so that
before they could enter in the classroom they already had
sprayed alcohol
And also respondent 8 mentioned,

56
Series of evaluation was conducted by the DepEd in school

to ensure that the school is safe for the limited face to face
classes. The school ma’am is prepared in terms of the
physical attributes following the health protocols and apply
it.”
Lasty, respondent 10 concluded;
In the preparation of the limited face to face classes in our

school and it takes a lot of time. It is not easy because there
should be a lot of preparation not just in the classroom but in
the 4 corners of the school and in all aspects. Apart from
enforcing social distancing, temperature checks, and
keeping the mask on at all times, students has also hand
washing stations, with proper ventilation, we set 1 meter
distancing, thermal scanner and air purifiers in rooms .
Apart from following the school’s guidelines, it is also a part
in keeping the campus COVID free, there is always a
hygiene kit, that contains alcohol, soap, etc. As soon as they
will arrived in their home, they will disinfect their chairs,
bags, money, shoes and clothes because in that way, their
family will be safe from possible exposure to the virus.
Complied Health Requirements. Teachers came-up with the idea that in order
to start the limited face-to-face classes the school must complied the health
requirements for the safety of the students. Teacher was to be a tech savvy and a
concern individual. They needed to establish a context in the school and understand
how important health protocols and health requirements could be used to restructure
learning environments and empower both teachers and students as they face the
limited face-to-face classes. Although the demands which are required to cope with new
normal advances can cause stress but still according to the respondents they needed to
take it because in the first place they have no choice and the student’s health is their top
priority. Respondent 3 cited;

57
The school complied all the requirements for F2F classes.

There was a simulation done to assess the schools
readiness.
And supported by respondent 5, she said;
Opening of the limited face to face classes in this of

pandemic is not easy for teachers and school, like there are
a lot of documents for requirements and the physical
environment of the school particularly the classroom setting,
in the new normal mam following the IATF guidelines that
they implement. Luckily with the help of our parent they also
follow guidelines protocols because they also implement it at
home.
Hence, they really do and prepare the health standards as respondent 7 added;
Two months before the opening of the limited face-to-face

classes, our school has prepared all the necessary
requirements. The minimum health standards were strictly
enforced. Then there is what we School Safety Assessment
Tool (SSAT) which are the basis if our school is ready to
hold face to face classes.
Respondent 9 concluded;
Our school ensured that the preparation from limited face-to-

face classes are aligned and based to the health protocols
provided by the Department of Health for the safety of
learners and teachers. Students who are participating in the
limited face to face class also must have parents’ consent of
their parents. We also give numbers to contact anytime.
Experiences on the Pupil’s Learning Loss during the Limited Face-to-Face

Classes
In this theme compromised the research question 1.4 “What are your
experiences on the pupil’s learning loss during the limited face-to-face classes?” The
results generated five emerging-themes: writing difficulty of the learners, learning loss,
need to double the effort, poor in comprehension and learner’s difficulty in coping the
lesson.
58
Writing Difficulty of Learners. Amidst the pandemic, students are prone with
gadgets and they are forgot what a student should do. Teachers try to evaluate them
and noticed that most students have a writing difficulty most especially in basic and
cursive writing. Respondent 1 expressed;
My experiences on the learning loss kay. As a grade II

teacher I have observe that my pupils do not follow the blue
to blue lines of the paper when writing. Some starts on the
red lines and some start on the lower blue line instead of
starting from the top blue line. They do not use the back part
of the notebook when writing. They write wherever they like
even if they were already oriented. During writing on a
specific subject whichever page of the notebook they like are
written.
And supported by respondent 7,
Some of my pupils in grade four class could not recognize

the alphabet in cursive writing.
Learning Loss. Respondents revealed that students forgot the lessons and they
experiencing learning loss. Teachers tend to help students in any way as they could to
address their needs. Respondent 2 said;
Ang mga bata kay problema gyud imagine two years on

pandemic. So as a teacher, akong gina hinay-hinay og
explain sa mga bata para maka sabay sila sa lesson.gina
assess nako sila on how to perform their task easily.
(Children are really a problem, imagine two years on

pandemic. So as a teacher, I slowly explain to the children
so that they can do the lesson together. I assess them on
how to perform their task easily.)
Supported by respondent 4;
I understand that because of the pandemic learners are

most affected and learning loss is evident because they can’t
come to school to learn instead they were in their home.
Good to these parents have concern with their children, but
59
those parents that is busy they do not have time for their
children.
Hence, respondent 3 added,
Despite the conditions of the pandemic, we found out that

pupil, the children are not learning at all. As a teacher, I find
it quite difficult where to start, what appropriate
activity/strategy/techniques and so with the materials I need
to give to address the needs of their learning loss especially
in writing, reading and numeracy.
In addition, respondent 6 asserted;
During the first day of the limited face to face, kapoy kaayo
as in . All my energy was taken, halos tanan e hatag nimo
nga effort para maka sabot. My grade four pupils were like
kinder student gyud. I have to kuan double my effort gyud
to recover sa ilang two years nga home learning.
(During the first day of the limited face to face, you will be
tired as in. All my energy was taken, almost all of it was
given to you to make you understand. My grade four pupils
were really like kinder students. I have to really double my
effort to recover from their two years of home learning)
Furthermore, it also worries the teachers, as respondent 7 cited;
I’m so worried because students had limited learning in my

assessment during the limited face to face classes.
With the same thought of respondent 8;

The major pupil’s learning loss as I observed and
experienced as a grade one teacher was their reading skills.
And lastly, respondent 10 stressed,
It is really very difficult for me and have no idea how to start

teaching my pupils because I was handling Grade II pupils
who have no face to face learning in Kindergarten and
Grade I which is very important stages to learner. The
reading, writing, and arithmetic skills were not developed it is
very hard.
60
Need to Double the Effort. Teachers revealed that limited face-to-face classes
today required them to double the effort. They believed that with the challenges that
they encouraged in the fields, they needed to initiate solutions with the help of students,
parents’ co-teachers and the stakeholders. For them, they were leading in creating new
strategies of teaching and learning with the new environment. Results also revealed that
they must know how to exert more effort in paper works especially on the submission of
reports. Respondent 3 cited:
During the first day of the limited face-to-face, kapoy kaayo

as in. All my energy was taken, halos tanan e hatag nimo
nga effort para makasabot. My grade four pupils were like
kinder student gyud. I have to kuan double my effort gyud to
recover sa ilang two years nga home learning.
(During the first day of the limited face to face, you will be
tired as in. All my energy was taken, almost all of it was
given to you to make you understand. My grade four pupils
were really like kinder students. I have to really double my
effort to recover from their two years of home learning.)
Poor in Comprehension. This theme gives emphasis on the view’s respondents
in the limited face-to-face classes. Respondent observed that meeting the needs of the
students on the challenging demands of education could be addressed through helping
them in their poor comprehension. It was saddened for the teacher to see and noticed
that learners have poor comprehension. Respondent 7 shared:
They’re very poor in comprehension and that two years of

modular learning learners are dependent to their parent.
Learners Difficulty in Coping the Lesson. Respondent 10 revealed and came
up with the common response’s students having difficulty in coping the lesson. They
needed supportive teachers who would assist to the needs of their students. Result
showed that the respondent believed that without the support from the principal, co-
61
teachers and school would not sustain since it was a give and take process. she
uttered:
As a grade 2 adviser, it is challenging for me. Because

during the pandemic failure to give the child the necessary
learning. Struggle especially with the learners who are in the
mountains far from access to computers, the internet, the
parents who neither read nor write. For grade 2 learners it is
very difficult for them to cope up with the lessons. Some
parents will do their modules and activities. So, as a teacher
it is important to prevent for their learning losses by making
sure in person classes can resume safely and effectively.
2. What are the challenges of the teachers during the implementation of the
limited face-to-face classes?
Problems Encountered during the Limited Face-to-Face Classes in School
In this section presents the results to the specific question research question 2.1
“What problems you have encountered during limited face-to-face classes in your
school? “The following emerging themes served as the results, which were: needed
learning materials, difficulty in giving lesson, learners in frustration level, learners
suffering some learning loss, learning gaps, limited time, learners learning difficulty,
learners behaviour, learners absenteeism and health protocol equipment.
Needed Learning Materials. Respondent 1 claimed that educational institution
nowadays needed learning materials that would be helpful with the demands of the
landscape of the educational system. Result show further that teachers wanted to
develop and in need of learning materials. She believed that with the help of learning
materials on the creation and revision of the school’s improvement plan was imperative.
She remarked;
There are some problems met during the limited face-to-face

implementation. First were the materials needed as to
production of modules since the supplies of ink and bond
62
papers came late. I have to use my own printer, own money

to purchase ink and bond papers. There are modules that
was never retrieved and even submitted until the school year
ends, the teacher still gives a passing grade.
And supported by respondent 10;
There is limited in teaching and learning resources.
Difficulty in Giving Lesson. The respondent revealed that she’s dealing with
difficulty of giving lessons to her students. Students nowadays are tired of having
assignments and they are not interested more on the lessons. Respondent 1 stressed;
And the number of lessons to be delivered is not realized

since I have two sets/groups of the class to be taught, the
teacher cannot proceed with the next lesson right away.
Learners in Frustration Level. Students are experiencing frustrations in taking
their lessons. They feel bombarded as their teachers give activities, assessments and
even assignments. They are used to do their tasks in their own preferred time like on
blended learning. Thus, this observation is observed by the respondents as respondent
2 shared;
Problems I encountered is that 70% of my pupils belong to

frustration level. They had difficulty in recognizing words and
to deal with their behaviour. The pupils cannot solve simple
mathematical problems.
And seconded by respondent 3,
A lot of learners are slow readers, cannot count/numbers

exactly, poor in spelling, behavioral problem and pupils poor
writing skills.
Thus, it also supported by respondent 7;

There are so many problems that I encountered during the
limited face-to-face classes. Mostly of my pupils are in
frustration level in reading. They can read but poor in
comprehension.
63
Learners Suffering from Learning Loss. Respondents revealed that
students/learners are suffering from learning loss. Learners tend to forget their past
lessons and even not interested in the new normal way of learning. As respondent 4
cited;
Problems I encountered during the limited face-to- face are

most learners suffered learning loss. For me the teacher
should or must exert effort to planned strategies making
instructional materials for their learners.
Thus, it is also agreed by respondent 9,
I guess I was challenged by the learning loss of pupils

caused by the COVID-19 pandemic where pupils have to
undergo modular learning to continue to learn despite all the
circumstances.
Learning Gaps. Respondent 5 observed that students experiencing learning
gaps in their lesson as they are in limited face-to-face classes. She revealed;
Because of their learning gaps they did not learn, teacher

must be patience enough and find ways just to make them
fully understand the lesson well. The writing/reading skills of
the pupils especially in grade three were very slow ma’am.
Limited Time. Dealing with students from each subject needs time. Limited face-
to-face classes also equivalent to limited time as they divided the students into two.
Respondent 5 shared;
Limited time to accommodate concerns of pupils/students.
Learners Reading Difficulty. Reading is said to be the fundamental of every
learner to learn the lessons well and if the student/s cannot read, he/she may find it
difficult to learn his/her lessons. Respondent 6 revealed that a teacher must create a
strategy for his/her students know how to read.

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Ang behavior of student’s ma’am. This is maybe because

they missed the school and their classmates. The worst
problem I encountered is the reading ability of the learner.
As a teacher we should have strategies.
(The behavior of children ma’am. This is maybe because

they missed school and their classmates. The worst problem
I encountered is the reading ability of the learner. As a
teacher, we must have a strategy.)
Learner’s Behaviour. In observance of limited face-to-face classes, teachers’
pay attention with learner’s behaviour as they are inside the classroom. Respondents
revealed that some students are being hyper-active and sensitive. Respondent 7 cited;
Another biggest problem is their behaviour in the class most

is hyper and they are lack of discipline and respect to their
classmates.
Respondent 10 also added,
And most especially the behaviour since they did not come
to school for almost 2 years.
Learner’s Absenteeism. One factor that a student left behind with his/her
classmates is his/her absences. Respondent revealed that due to blended learning,
there are some student that are tend to get lazy to school and some get sick easily. As
respondent 8 said;
The absenteeism ma’am because magkasakit ang uban.

Ang ilang adjustment periods was very long and it affects
the delivery of the lesson
(The absenteeism ma’am because it hurts others for a long

time. Their Adjustment periods were very long and it affects
the delivery of the lesson.)
Health Protocol Equipment. The health of the students is the top most priority
of the teachers but it also gives difficulty to every learner as they interact with their
65
teachers and classmates. Wearing masks always is prohibited but it is harder to
students to talk and as well as the teacher to teach. Respondent 10 shared;
Aside from kulang sa rooms, the difficulty of talking gyud due

to face masks and face shields, pati kami teachers lisod e
ginhawa ug magtudlo. Learners are hardly to finish the
activities given by the teacher
(Aside from the lack of rooms, the difficulty of talking is really

due to face masks and face shields, even we teachers find it
difficult to get out and teach.)
Challenges School Encountered during the Limited Face-to-Face Classes
This section presents the results to the specific question research question 2.2
’What challenges your school encountered during limited face-to-face classes? “The
following emerging themes served as the results, which were: Distance Learner’s
Home, Student Not Following Health Protocols, Teaching Religious Study Subject, Lack
of Educational Resources, School Insufficient Budget, School’s Accommodation,
Parent’s Cooperation and Lack of School Facilities.
Distance Learner’s Home. Respondent revealed that there are students that
live far away from school. Living far away from school is also a disadvantage for student
and they want to do modular instead of limited face-to-face classes, respondent 1 cited;
The challenges met by our school during the limited face-to-

face kay we have learners layo kaayo ilang house to school,
they need to ride a pump boat just to reach our school. They
have to spent hundreds for the gasoline so kailangan
tingubon namo ang pagpadala sa module,lisod kaayo og
every week ang distribution kay layo man .Unya during
pandemic time, daghan kaayo napordoy kay lockdown walay
trabaho maong looy mga bata affected kaayo sila pati ilang
learnings.
(The challenges met by our school during the limited face to

face because we have learners who are far from their house
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to school, they need to ride a pump boat just to reach our

school. They have to spend hundreds for the gasoline so we
have to arrange the shipment of the module, it is very difficult
to distribute every week because it is far away. Then during
the pandemic time, a lot of people were bored because of
the lockdown, there is no work, so the children are poor, they
are very affected as well as their learning)
Students Not Following Health Protocols. The results revealed that the school
and teachers were expected to deal with students that are not following health
protocols. Some of implication is when they are given necessary instructions but some
are not applying it. They said;
The challenges the school encountered. Some pupils were

not following the standard health protocols. Some parents
didn’t allow or let their children to come back to school. (R2)
As a teacher, I need to be more flexible and adaptive to the

change of the learning modality that we have. Our school
concern on the unvaccinated learners and poor reading
ability are the most challenging part that we encountered.
(R7)
Teaching Religious Study Subject. Respondent 3 revealed that as a teacher, it
is necessary to teach students also a religious subject for them to give respect and
good conduct to teachers and their classmates. She cited;
To teach pupils religiously especially focusing the 3Rs.
Lack of Educational Resources. Teaching methodologies and theories is very
vital in life of teachers but it is not applicable if teachers also dealing with lack of
educational resources. Respondents suffered from lack of resources most especially
the school is closed for the past two years. Respondent 4 expressed;
The challenges school ma’am during the limited face to face

is lack of educational resources in which ang school cannot
give us teachers the educational supplies for our learners.
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And agreed by responded 10’
“And the learning resources of the teachers.”
School Insufficient Budget. This emerging theme revealed that teachers
dealing with the new environment. They tend to cope to the fast-changing environment
to make and give conducive and convenient school for learning but the school has
insufficient budget. Respondent 5 said;
The school must maintain the safeness always of the pupils

and the teacher as well. And insufficient budget for health
essentials.
School Accommodation. The respondent revealed that the main challenges is
dealing with school accommodation. It is become a vital in the society yet traditional
teachers tend to deal with this as a big challenge. Respondent 6 addressed;
The school encountered difficulty in term of accommodating

learners in getting inside the school because there is health
protocols that need to follow before they can get inside the
school. Our school principal requested the Local
Government Unit and the Barangay Local Unit to assist our
security guard in letting the children get inside the school.
Parent’s Cooperation. The research respondent viewed that the challenges in
the limited face-to-face classes is in-line with parent’s cooperation and also take
responsibility of their child/children. The principal was initiating plans and see to it that
the school would be guided for a better decision with parent’s cooperation. Respondent
8 said;
The school has a lot of problems and issues during the

limited face to face implementation one of these is the
cooperation of the parents during the implementation.
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Lack of School Facilities. One of the most challenging part during the face-to-
face classes were lack of facilities, as respondent 10 stated that;
There are lot of challenges encounter of our school during

the limited face to face classes. One of these is the lacking
of school facilities, and the learning resources of the
teachers.
Most Challenging Learning Loss of Pupils
In this section presents the results to the specific question research question 2.3
“What are those learning loss of pupils that challenge you most? “The results of the
study revealed four emerging themes: proper writing, difficulty in reading and
mathematical skills, behaviour problem and difficulty in 3R’s.
Proper Writing. The students’ challenges have an impact to the teachers and
they need to have a motivation. Particularly, in proper writing, they revealed that
students need to have a motivation and proper practice in writing the basics in order to
know and learn to write properly. The results were given and expressed,
The learning loss that challenged me the most for the kids Is
for me on how to correct the proper way of writing. I am
really strict when it comes to penmanship since I want them
to have a very good penmanship man gud. (R1)
We need ma’am to enhance their writing (R3)
and writing skills of pupils (R4)
and writing skills and pupils retention about the lesson is

poor (R5)
Difficulty in Reading and Mathematical Skills. Teachers in the limited face-to-
face classes serves as the most challenging. This emerging theme addresses the
biggest challenges of the teachers after the pandemic. Results showed that being a
69
teacher you will address the needs of your students most especially in reading and
dealing with mathematical skills. They explained,
The learning loss of pupils that challenged me most were

their reading ability and their mathematical skills (R2)
reading and counting (R3)
The learning loss that challenged me most was the reading

(R4)
The difficulty of reading (R5)
It challenge me ma’am specially the struggling readers who

need my special attention and remediation. I have to give
extra time and effort to those learners (R6)
The reading and writing skills loss of my pupils challenged

me most. I need to strengthen my patience and teach my
grade 4 pupils the basic skills in reading (R7)
The learning loss that challenged me most is their loss on

reading skills (R8)
Learning loss of the pupils that challenged me most was

reading, reading comprehension, writing and mathematics
skills and also the behaviour ´(R10)
Difficulty in 3 R’s. Reading, writing and Arithmetic skills are the most important
thing that the students must acquire. Respondent 5 revealed that the 3R’s is one of the
most challenging experience in the limited face-to-face classes as shared;
The 3Rs ma’am , the reading, writing and arithmetic

skills of pupils especially in the primary grade. These
are the basic skills which are very important skills
because these can help students analyse, interpret,
and communicate mathematical ideas and any other
learning areas that is why it is very alarming and very
challenging to the part of the teacher in elementary
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Ways in Handling Problems Encountered during the Limited Face-to-Face

Classes
This section presents the results to the specific question 3.1 “How did you handle
the problems you encountered during the limited face-to-face classes?” The following
themes served as results, which are the following: through solicitation, back to basic
reading, give moral lessons, able to manage stress, time management, manage
learner’s behaviour, communicate to learner’s parents, being resilient, setting goals,
accepting challenges heartily, give extra effort, give activities, prioritize mental health
and knowing the learner’s learning needs.
Through Solicitation. Respondent 1 revealed how she handled the problems
she encountered during the limited face-to-face classes with the help of solicitation. The
teacher believed that in every decision-making they must be collaborative that includes
teachers, administrators, students and parents. Results generated and she claimed;
How did I handle the problems I made a solicitation letter

and ask for some generous people to give in cash or in kind
so that there will be enough supplies for the reproduction of
modules and one of the most important lessons to be taught
during in person classes were the enhancement activities for
fast learners and remedial activities for slow learners.
Back to Basic Reading. As a teacher, dealing with diverse learners is a part of
challenges in school. Thus, calling the attention is a form of solving the problem in order
that the problem will be settled. And one of the examples in handling the problems with
the non and slow-readers are going back to basic reading. Respondent 2 said;
On learning loss, I started letting the pupils read the basic

eight words from grade 1 up to grade 6. I also go back to
addition, subtraction, multiplication and division of whole
numbers.
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Give Moral Lessons. Respondent 2 stated that in handling the limited face-to-
face classes, one of the best practices is giving moral lessons to the students. It is quite
effective and surely marks with student’s mind. Teachers and students are now in a
fast-changing environment that needs full attention and observance. She expressed;
On behavioural problems, I always gave them situational

short stories with moral lesson for them to ponder.
Able to Manage Stress. This emerging theme presents the major insights of a
teacher in handling the problems in the limited face-to-face classes and this is how to
able manage stress. Being a teacher is not easy and it takes a lot of patience, in order
to lessen the stress, it is very helpful to stop thing paperwork’s during weekends.
Respondent 3 stated;
Managing my stress, like every weekend we have outing,

me with family.
Time Management. Respondent 3 revealed that in order to handle the problems
that they may encounter at present and in the future, it is necessary to do time-
management. She expressed;
We manage time in the classroom.
Manage Learner’s Behaviour. Classroom setting is the most important to
manage learner’s behaviour. As a teacher, it is necessary to set and handle the four
corners of the classroom by getting the attention of each student, let them participate
and do activities in their own. Respondent 3 shared;
I manage pupil’s behaviour thru letting them sing and recite.
Communicate to Learner’s Parents. Communication is the most efficient and
effective way to address the problems that a student and teacher may encounter.
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Parents plays the most important role in learner’s learning development as respondent
3 suggested;
I handle it with open heart and mind and ask help to my

pupil’s parents to help me in giving support to follow-up their
child especially in reading and writing.
Additionally, respondent 7 also said,
and often communicate with the parents with the

performance of their children in the school
Being Resilient. Respondent 5 revealed that being a resilient as a teacher is an
effective way in handling and cope up with the challenges in the limited face-to-face
classes. She cited;
Despite of all the problems encountered, as a teacher man

gud ma’am dapat always ta resilient in finding ways to
cope with. Unang-una dapat we can handle the problem
well, and setting goals on how to solve it, mangayo tag idea
sa uban ba.
.
(Despite all the problems encountered, as a teacher, you
must always be resilient in finding ways to cope with. First of
all, we should be able to handle the problem well, and
setting goals on how to solve it, now let's get ideas from
others)
Setting Goals. Teacher set objectives to achieve its goals. Thus, in every
situation it is also necessary to set goals to get the expected results to a specific plan.
Respondent 5 cited;
First we can handle the problem well, and setting goals on

how to solve it, we should solicit ideas to other.
Accepting Challenges Heartily. Respondent revealed that in every challenge
you may encounter you must do it wholeheartedly. With efforts and in good way, every
problem will resolve as respondent 6 shared;

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I handle the problem by taking it wholeheartedly and we

should be open-minded in accepting the challenge to solve
the problem. We should solve step by step to arrive to a
fruitful solution of a problem.
Give Extra Effort. Exerting effort in teaching the students is also the best way in
handling the challenges that a teacher encounters in the limited face-to-face classes.
Respondent 7 expressed;
I gave extra effort and devoted my time to teach my pupils. I

also do prioritize my learning.
Give Activities. Assessment is the only way to test what the student learns from
the lesson/s. There an instance that a student may absent during the assessment and
as a teacher, giving activities is the best idea for the student to catch up the lessons.
Respondent 7 explained;
My problem was their absenteeism, I gave them activities

that would remediate their learning loss.
Prioritize Mental Health. Teachers are prone to health issues most especially in
mental health. With the workloads and papers that they dealing throughout the limited
face-to-face classes, it is very necessary to prioritize their mental health. Respondent 9
suggested;
I just take good care of my health especially my mental

health as a teacher it is very hard for me during the first day
of school we are bombarded with work. With that, I have
been able to surpassed teaching in a limited face to face
situation/setting.
Knowing the Learner’s Learning Needs. In every classroom, teachers tend to
used differentiated activities to help diverse learners to learn more about the lessons.
But before using the activities, the teacher must know the learner’s learning needs for
them to easily learn and catch up the lessons. Respondent 10 cited;

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As a teacher, kailangan gyud masabtan nato ang learning

type sa atong mga students and ilahang learning needs
specially atong mga bata daghan is family problems and
usahay naay mga bullying. Also the lack of communication
since ang mga bata maulaw na sila labi na dili sila familiar sa
ilang classmates. Challenging gyud kaayo ang face-to- face
education
(As a teacher, we really need to understand the learning

type of our students and their learning needs, especially our
children who have family problems and sometimes bullying.
Also, the lack of communication since the children are shy,
especially if they are not familiar to their classmates. The
face-to-face education is really challenging)
Ways Used in Handling Problems Encountered during the Limited Face-to-Face

Classes
This section presents the results to the specific question 3.2 “How did your
school handle the problems you encountered during the limited face-to-face classes?”
The following themes served as results, which are the following: module distribution,
food distribution, stress debriefing, following health protocols, guidance advocate, GPTA
contribution, stakeholder’s meeting and technical assistance.
Module Distribution. Prior to teacher in preparing the limited face-to-face
classes, teachers send out modules to the students as an activity before entering back
to school. Module distribution helps the school to get prepared for the students in facing
the new environment for learning. Respondent 1 shared;
Kasagaran ang distance from home to school ang problema

so, the school and the teacher understand the situation kaya
they were allowed to be distributed modules for 2 or 3 weeks
and retrieved it once they came to get another bunch of
learning task.
(Usually the distance from home to school is the problem so,

the school and the teacher understand the situation so they
were allowed to be distributed modules for 2 or 3 weeks and
75
retrieved it once they came to get another bunch of learning

task)
Food Distribution. Helping one another is a Filipino culture and giving food
distribution is also an example. School received some money donations that turns into
food packs and school supplies for the students to get motivated in school. In line with
this, respondent 1 expressed;
Packs were distributed to 200 families as beneficiaries. They

were identified by the teachers of all grade levels by section.
There is donors who gave 25,000 and it was also used to
purchased goods and again gave it to another set of
beneficiaries
Stress Debriefing. As the teachers go beyond the limited face-to-face classes,
school oriented and explained stress debriefing. Amidst the pandemic, teachers are
busy printing modules and distribution but when the students come back to school,
teachers may suffer burn-outs to adjust their daily routine. Respondent 2 revealed that
their school applied stress debriefing in order for the teachers to be aware what possible
they may encounter as they facing the limited face-to-face classes, she cited;
Firstly, the school conducted a stress debriefing to all the

teachers.
Following Health Protocols. As the pandemic is still on-going, health protocols
is also applied in every establishment most especially in school. Schools implemented
health protocols to maintain the health and safety environment for the learners.
Respondents revealed that schools conducted a meeting for the parents and
stakeholders fully aware what are their responsibilities in their child/children as they go
to school. Respondent 2 said;
Then parents were given input on the do’s and don’ts of the
pilot limited face to face classes. Above all, the school
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always reminding to follow health protocols to avoid COVID

19.
And similarly to respondent 10 as she said,
(As a teacher we always find ways to make our classroom

more conducive for learning and a COVID-free. Ang school
maintain ang cleanliness with the help of our parents)
Guidance Advocate. Schools find it difficult to handle students’ attitude and they
really need a guidance advocate to educate and teach students to be a better student
not only for his teacher but also to his/her classmates and to the learning environment.
Respondent 3 suggested;
The role of the guidance advocate is very useful to guide

and assess pupil’s misbehaviour in school.
GPTA Contribution. Before the school starts, Parents and Teachers Association
also contributed for the learner’s benefit. School needs support of the teachers and also
the parents. It is very helpful for the students of what GPTA could help, respondent 4
shared;
The school as well as our GPTA give school supplies, food

packages/groceries to those indigent identified students to
support their basic needs.
Stakeholder’s Meeting. One of the main factors that a school can handle the
problems that it may encounter is the help of stakeholder’s meeting. Stakeholders play
an important role in very school to give a better learning environment for the students.
Respondents revealed what are factors of having a stakeholder’s meeting, they shared;
By calling and setting a meeting to the external and internal

stakeholders to share ideas on how to solve it and by asking
technical assistance from the superiors of the department.
77
In addition, Respondent 6 also added that;
Our school principal also asked assistance from our

stakeholders, for the programs and activities of the school
It was supported by, Respondent 7:
Our school administrator’s ma’am and we teachers asked

the support from our stakeholders through Homeroom
meetings and discuss the problems regarding our pupil’s
performance.
Technical Assistance. There are some schools that give technical assistance to
teachers that handling problem in their teaching materials. Respondent 6 uttered;
Our school principal always giving us technical assistance

ma’am, and it challenged us on how to apply or give our best
strategy to cope up the problem.
Coping with Challenges Encountered in Pupil’s Learning Loss
This section presents the results to the specific question 3.3 “How did you cope
with the challenges you encountered in pupil’s learning loss?” The following themes
served as results, which are the following: Patience and Motivation, Sacrifice, Double
Time, Applying Catch Up Learning, Think Positive, Apply Different Strategies and Be
Prepared.
Patience and Motivation. Respondents revealed that without patience and
motivation, teaching will crucial and leads to depression. It takes to a teacher to have
patience and keep motivated in handling his/her students in order to cope up the
challenges that he/she may encounter. They cited;
Respondent 1 expressed;
Coping-up with the learning loss due to the pandemic dili

gyud siya lalim ma’am. Kailangan mag show og extra care
and love and kanang ginatawag nga river of patience and
understanding.as an educator naay saying ba nga
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“Magpahinga lang kapag napagod, pero hindi susuko sa

pagtuturo.” This saying motivated me to continue on my
passion, children can learn, and will learn as long as e guide
lang gyud nato sila with love and give the full trust that they
can learn.
(Coping up with the learning loss due to the pandemic is not

really deep mam. We need to show extra care and love and
what is called a river of patience and understanding. as the
educator used to say "Just rest when you're tired, but don't
give up on teaching." This saying motivated me to continue
on my passion, children can learn, and will learn as long as
we guide them with love and give the full trust that they can
learn)
Respondent 2 also agree the ideas;
I have to handle the problems with care. I think ma’am

patience plays an important role also especially that the
learners or pupils learning loss was very evident. As a
classroom teacher mam, I spent so much time focusing on
the reading, writing and numeracy skills of my learners. I
prepared intervention to motivate them.
Sacrifice. Respondent 2 revealed that a teacher must do sacrifice for the
students to learn more. It is said that in every aspect, sacrificing is the best gift you can
give. She explained;
I have to do a thorough one on one teaching strategy for

them to learn. If your learners are struggled you have to do
everything to their favour. Sacrificed if you must.
Double Time. In handling limited face-to-face classes, teachers want to get work
done as possible as they can and they usually do double time for them to teach the
student the specific lessons that they must learn to the given period of time.
Respondent 3 said;
You have to double time in teaching to recover their learning

loss. Let parents do their job at home with the assignments
given. Give more activities to pupils.
79
Respondent 9 added,
We doubled time ma’am since they need to be given lots of

remedial, interventions and enhancement activities.
Applying Catch Up Learning. Respondent 4 revealed that in order to cope up
the problems that they have encountered, it is also helpful to apply catch up learning for
the students to understand well the lessons. She uttered;
To cope with the challenges in learning loss I have to match

the teaching which is effective through regrouping pupils
base on their level/abilities. I will apply also the catch-up
learning plan to prioritize the struggling learners and follow-
up the enhancement activities to my fast learners.
Think Positive. Teachers believed that positive minds lead to positive outcome.
Think positive is the best coping mechanism of every individual that also a teacher must
have. Respondent 5 suggested;
Think positively always because this will help you to be

motivated and focused in overcoming the problem and just
believed you will conquer it.
Hence, with the same thought. Responded 6 added,
To cope up the challenges I encountered I take it saying

……” I have to do this because it is my responsibility to mold
the children and their future lies on me”. This is my job, one
of my commitments is to teach to the best I can to fill in the
learning loss of my learners.
Apply Different Strategies. Differentiated activities help to teach diverse
learners. And so, different strategies were able to cope up in handling the needs of
students in many aspects. Respondent 8 revealed that the used of applying different
strategies will help the learners to easily learn the lessons. As she said;
Applying different strategies that will cope their learning

styles.
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Be Prepared. A teacher who is always prepared can easily cope up the
challenges he/she may encountered. In handling the students there are things that may
come up from time to time and as a teacher you must always be prepared. Respondent
10 cited;
The endless paper works and extended working hours is

enough to prepare and plan what should and how to be done
to cope up with the learning loss of the learners.
Insights Gained from Experiences during the Limited Face-to-Face Classes
This section presents the results to the specific question 4.1 “What are the
insights did you gained based on your experiences during the limited face-to-face
classes?” The following emerging themes served as results, which are the following:
lots of ways and solution, accepting realities, work commitment, being patient, explore
and expound, knowing learner’s deeper, adjustment and being considerate.
Lots of Ways and Solution. This theme used to anticipate that there are a lot of
modalities that can be used just to deliver learning to children, as respondent 1
expressed;
The insights I have gained during the limited face-to-face

was there are a lot of modalities that can be used just to
deliver learning to children. Daghan ways or solutions to
every problem. Although dili siya perfect but accepting the
realities is a great help.
(The insights I have gained during the limited face-to-face

was there are a lot of modalities that can be used just to
deliver learning to children. Many ways or solutions to every
problem. Although it is not perfect but accepting the realities
is a great help)
It was seconded by respondent 10;
It has been a big challenge for the school, teachers,

stakeholders and pupils in the conduct of limited face to face
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classes. But for me ma’am , experiencing those problems,

encountering those challenges, I am very thankful because,
all the problems has always a solution and a moral lessons.
It teaches us lessons gyud to do more para sa mga bata..
(It has been a big challenge for the school, teachers,

stakeholders and pupils in the conduct of limited face to face
classes. But for me maam, experiencing those problems,
encountering those challenges, I am very thankful because,
all the problems always have a solution and a moral lesson.
It really teaches us lessons to do more for the children)
Accepting Realities. This theme constituted to the primary views of teachers on
accepting and learning from what they have experience. Respondent 1 asserted;
Although it’s not perfect but accepting the realities is a great

help.
Work Commitment. Another theme that emerged from the insights they have
gained from limited face to face was the willingness of the teacher to teach children.
The respondent 7 pointed out;
That commitment of being a teacher is very important. Your

willingness to teach the learners is necessary especially in
those time of pandemic.
Being Patient. In order to discipline the student’s behavior teacher should have
the ability to extend their patient at all times. The teacher gave her view, as respondent
3 said;
Insights gain kuan siguro be patient with pupils’ behaviour.

Ikaduha . adjust parents’ pressure and demand ikatulo cope-
up and manage everything.
(Insights I gain maybe patient with the pupils' behavior.
Second, adjust parents' pressure and demand the third
cope- up and manage everything.
This was also supported by respondent 6;

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Siguro ma’am is patience, dedication, and commitments

made it everything possible. The challenges and problems I
met, a gradual change happened.
(Maybe ma’am is patience, dedication, and commitments

made it all possible. The challenges and problems I met, a
gradual change happened)
Explore and Expound. This theme came-up with the idea that one way to coup
up with the challenges based on the experience of teachers was to explore and
expound the lesson even if there are some things that are not provided during limited
face to face classes. Respondent 4 expressed;
The insights I gain in this time of limited face-to- face able

me to explore and expound my profession as teacher.
Apply Catch up Learning. Another theme emerge was to apply catch up
learning with the struggling learners, pandemic brings up challenging part of students
learning because they used to stay at home with their own pace of learning. Such,
informant 4 stated that:
The best thing to do is to apply catch-up learning to

struggling learners to cope their learning loss.
Being Resilient. Education is a step by step process of gaining knowledge and
skills, as a teacher being resilient in everything that you do is showing your
commitment. as respondent 5 stated;
We should be resilient enough in facing different challenges.

Do one at a time despite of the different individual we are
dealing with.
Knowing the Learner’s Deeper. One of the main functions of school is to
assess and transfer learning to the students. In this theme, teachers should be aware
and understand their learners .as respondent 7 stated that;

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(For me, Limited face to face classes helped me better

understand and assess my pupils if she/he is struggling or
fully behind. It’s quite easier man to handle limited face-to-
face classes kay students they are used to the traditional
classroom situation. Aside from these, pupils naturally
interact with one another and work on their social skills)
Adjustment. One of the teacher’s insights during limited face to face was the
constant adjustment, because they are not used with the situation and implementations
being implemented. Respondent 8 asserted;
Adjustment mam was really big factor that affects our

implementation of face-to-face, and the students they are
into new learning environment and so with the teachers.
Being Considerate. Teachers pointed out that there is successful outcome in
the programs being implemented. Although they had faced a lot of difficulties they
should be being considerate at all times. Respondent 9 also shared that;
Limited face-to-face is quite difficult and challenging, but as

a teacher and the school have to consider many things for its
successful implementation.
Insights from Experiences on the Pupil’s Learning Loss
This section presents the results to the specific question 4.2 “What insights can
you share based on your experiences the pupil’s learning loss?” The following emerging
themes served as results, which are the following: face challenges, perseverance and
dedication, blended learning helps a lot, learners had learning, levelling of learner’s
ability, be more patient, use of all means of teaching, focus on reading, works harder
and learner’s needs intensive support.
Face Challenges. In order to achieved the certain goal, school must see to it
that they always cater the needs and welfare of both school and learners. By that
observance respondent 1 expressed;

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Nasayang man ang 2 years na wala ang mga bata sa iskul ,

and those were a part of the history na. The important thing
was to face the challenges and of course magtinabangay
gyud for the better future of our learners.
.
(The 2 years that the children were not in school were
wasted, and those were a part of history. The important thing
was to face the challenges and of course work together for
the better future of our learners)
Perseverance and Dedication. Educators should perceive perseverance and
dedication at work, specially students are at stake of their learning abilities, since they
are very reliance after pandemic. Hence, respondent 2 claimed;
Always go to basic. Teach where the pupils are. Though it

needs perseverance and dedication but we have to do what
are expected to us teachers.
Blended Learning Helps a Lot. This theme shows that teachers learned a lot on
how blended learning help the students in times of pandemic. Respondent 3 shared her
experience. She said;
Kaning pandemic affected masyado and interest sa

mga bata in going to school there are those who
prefer to stay at home to have modular study/learning.
for me going back to school gradually recover their
learning loss.
(This pandemic affected a lot and interest among

children in going to school there are those who prefer
to stay at home to have modular study/learning. for
me going back to school gradually recover their
learning loss)
Apply Catch-Up Learning. Respondent 4 1 shared on how he anticipate to
apply catch-up learning, because as a teacher you need to initiate lessons which would
be easily understood by the learners. He said:
I just want to share my experience on my pupils learning loss

is to apply a catch-up learning in which you go down to their
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level of learning rather than teaching them the competency

which is not suit on their level of knowledge.
Learners Had Learning. Respondent 5 proudly shared that by his initiative he
it provide much help to the students when it comes to the different styles of teaching he
must undergo so that the learners can easily understand the lesson; he pointed out that;
insights siguro ma’am ang mga bata they will really have
learned despite of their learning loss. It depends siguro on
the teaching styles applied by the teacher.
(maybe the children have insights, they will really have

learned despite their learning loss. It probably depends on
the teaching styles applied by the teacher)
Levelling of Learner’s Ability. Respondent 6 revealed that every student
should be assess as to what level of knowledge and skills suits their personality. He
expressed;
Levelling of pupils’ ability is the best solution so that the

teacher can focus on what level is a certain child belong to
answer their learning loss. It is for variation of pupil’s activity
must also be applied depending on the skills to be
developed.
Be more Patient. Results revealed that teachers should be able to extend much
patience and understanding to the learners. Despite of the learning loss of the students
they should be taught with love and care, teachers should innovate instruction for them
to catch-up easily. For the respondent 7 he expressed;
Based on my experiences on my pupil's loss, as a teacher

we need to have more patience and should teach from the
heart coz we are entrusted to mold the young hearts and
minds of the young. We have to use all our resources and
innovations to help and catch-up the learning loss of our
pupils.
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Use all Means of Teaching. Informant 7 came up with the common responses
that teachers should be able to help catch up the learning loss of the students;
Kailangan nato gamiton ang tanan natong resources and

innovations to help and catch-up the learning loss of our
pupils.
(We need to use all our resources and innovations to help

and catch-up the learning loss of our pupils)
Focus on Reading. This theme gives emphasis on the views of the informants in
accepting the challenges on how to make their teaching style appropriate to the learning
needs of the students specially the most challenging part of assessing students learning
is through reading, respondent 8 shared;
Reading is the beginning of learning, it’s a need that learners

should learn how to read first and other learning’s will follow.
Work Harder. This theme teachers claimed that they need to be able to work
harder to teach the children even if sometimes it took the risk for their health.
Respondent 9 said;
During sa the limited face-to-face ang mga teachers

kailangan mag work harder to cater the needs and learning
loss sa mga bata and dili lang kalimtan atong health gyud..
(During the limited face to face, the teachers need to work

harder to cater the needs and learning loss of the children
and not just forget our health.)
Learners Needs Intensive Support. This theme emphasizes that teachers
should assess the need of learners. Learners specially during pandemic should have
intensive support with the collaboration of school and community. Respondent 10 stated
that;
Based on my experience, school children need intensive

support to get back on track, teachers really need access to
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quality training and do those resources exist and education

systems need to be transformed.
Ways Teacher and the School Head Address Problems and Challenges
Encountered
This section presents the results to the specific question 4.3 “How can the
teacher and the school head address their problems and challenges encountered during
the implementation on limited face-to-face classes?” The following emerging themes
served as results, which are the following: school no solution yet, call for a meeting,
PTA meeting, collaboration and teamwork, work hand in hand and no classes
interruption.
School no Solution yet. Respondent 1 revealed that during pandemic there are
a lot of concerned related to school activities and implementation but there were no
responses coming from the. Informant 7 narrated;
The teacher during faculty meeting had share to the principal

the problems encountered during the implementation of the
limited face to face classes. The principal had collected all
those problems but as to addressing the problems is
concern, as of this day the school hasn’t give any solutions
yet.
Call for a Meeting. Respondent 1revealed on addressing the classroom
problem, the teacher called a Homeroom PTA meeting this was also supported by
respondent 4 he expressed that;
This can address first to our GPTA and other stakeholders to

plan the best solution on the problems encountered by
teachers, since they were the parents of our learners.
Respondent 6 added that;
Through meetings and sharing of good and bad experiences

inside the classroom between the teacher and the school
head and vice versa, the problems and challenges will be
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addressed. Following the guidelines set by the Department

is all necessary.
Collaboration and Teamwork. This theme revealed by informant 5 that by
helping and supporting each other, the teacher, school head, parents and stakeholders.
Working hand in hand will leads to success. Another views from the respondents shows
support from parents to make some improvements in schools, as respondent 1 stated;
The parents were supportive enough; homeroom project was

realized on the schedule date. Another problem is about to
be realized too, the concreting of the pathway since it is
dangerous and unsafe for school children. There are parents
who already share their parent of the week to purchase sand
and cements, labors for the panday. The lack of ventilation
was realized also, 2 orbit fans were installed. I was donated
and the other one was from the parent of the week
contribution of three parents.
Respondent 7 also added that;
In order to address the problems and challenges we

encountered during the implementation on limited face to
face classes. The teachers and school head should work
hand-in-hand and be sensitive enough to look for better
solutions to the problems.
This was supported by respondent 10;
There should always an understanding between the teacher

and the school head. In the implementation of limited face to
face classes, the school head and teachers should plan,
analyse and make solutions to the problems. Ask the help of
the stakeholders and prepare for focus-grouped discussions.
Work Hand in Hand. Throughout the learning process, this theme adheres that
in order to keep motivated school should have a collaborative effort towards goals, as
respondent 2 describe ;
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We have to work hand in hand for the benefits of the

learners since they are our clientele in the school.
No Classes Interruption. This theme signifies that school should always look
into the welfare of both students and learners. Respondent 3 expressed;
One way is the No interruption of classes. Teachers with

seminar will be placed with a substitute teacher for the
continues of learning.
Follow Health Guidelines. Respondent 6 clearly stated that the way to motivate
parent’s involvement, school should have a letter of memorandum;
Following the guidelines set by the Department is all

necessary.
Being Optimistic and Resourceful. This theme results on how to become
optimistic and resourceful despite of the challenges faced by the school, it is to be able
to come up with unique and useful ideas in all situations. Respondent 8 stressed;
By being optimist in every way and every time and be

resourceful.
Recommendations for the DepEd Authority to Improve the Implementation of

limited Face-to-Face Classes
This section presents the results to the specific question 4.4 “What
recommendations will you give to the DepEd authority to improve the implementation of
the limited face-to-face classes?” The following emerging themes served as results,
which are the following: follow health protocols, implement full face-to-face, give
learners’ ample time, no teaching interruption and provide learning materials.
Follow Health Protocols. This theme is said to be most common in regulating
school implementation, it is to follow the health protocol to have a safer school
environment for both students and teacher. At some point, respondent 1 addressed’
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(I can recommend that two months passed since

classes began, we just follow the health protocols,
and there was hone case of COVID was listed)
Implement Full Face-to-Face. One of the recommendations of DEPED is to
implement full face-to face-classes in both public and private schools as, Respondent 1
cited;
I can recommend that two months passed since classes

began, we just follow the health protocols, and there was
hone case of COVID was listed, so what I recommend is to
really implement the full face to face classes so that the
learners will be given 5 days of learning to cope up with
those learning losses.
Give Learners Ample Time. Respondent 2 shared his insights about learners
should need to be given time to finish their task in order that they would not be force to
do their task, he pointed out;
Please do not expect a standard result for a short period

encounter with the learners. Gave the learners an ample of
time maybe to regain their learning loss.
Focus on Teaching. One way to provide and improves classroom strategies is
to focus on hand in hand teaching and learning process, and how teacher foster good
relationship with his/her students. That’s why teachers should be equip enough to
handle things, they should be well trained and given seminars to enhance more their
capabilities, as respondent 3 expressed;
Ang mga teacher dili lang siguro mag focus on reading,

writing and counting. No teachers sent to a seminar without
substitute. No to paper works to disrupt classes.
(Teachers should not just focus on reading, writing and
counting. No teachers sent to a seminar without a substitute.
No to paper works to disrupt classes.)
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No Teaching Interruption. In this theme respondent 3 said that no teachers sent to a
seminar without substitute. No to paper works to disrupt classes. As what also
respondent 5 said recommended to let the teacher teach and no interruption at all so
that they can focus the learning loss of the pupils. Hence informant 7 asserted;
I recommend rather suggest to the DepEd authority to hire

non-teaching personnel who will work on the school reports
so that classes will not be interrupted. Through this, I think
we teachers can really focus on our teaching.
And added by Respondent 10;
Reducing paper works so that the teacher gyud ma’am, so

that maka focus on teaching gyud ang teacher and tagaan
og time for preparation of the lessons and learning
resources. DepEd must ensure teachers have adequate
support gyud. And siguro interventions provided pedagogy
programs and effectively increases literacy and numeracy,
particularly when combined with accountability feedback and
monitoring mechanism.
(Reducing paper works so that the teacher really focuses on

teaching and gives time for preparation of the lessons and
learning resources. DepEd must ensure teachers have
adequate support. And surely interventions provided
pedagogy programs and effectively increases literacy and
numeracy, particularly when combined with accountability
feedback and monitoring mechanism)
Provide Learning Materials, Informant 4 recommended to DepEd that they would
provide learning materials to learners, and this was also supported from the views of
respondent 6;
For me kay the best result on the implementation of the

limited face to face classes, kay it should have provision of
learning resources.
Salary Increase. One of most awaited part of being an employee was to boost
the salary that is the result of hard work by employees. Simply stated that quality of
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work sometimes should be given corresponding appreciation which will become the
motivation to everyone;
and salary increase of teacher so that it can motivate

teacher to work hard to improve the teaching of learning
process to achieve quality learning
Improve Implemented Face-to-Face. This theme shows that school must
provide mechanism that will smoothen the implementation of limited face-to-face as
what respondent 8 stated. There should be plan on how to implement programs to
enhance the teaching and learning process of the school, Respondent 9 stated that;
Mag hatag gyud sila sa school og enough equipment’s and

facilities for the better implementation of limited face-to-face.
(They will definitely give the school enough equipment's and

facilities for the better implementation of limited face to face)
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Chapter IV
DISCUSSIONS AND RECOMMENDATIONS
This chapter presents the discussions, conclusions, and recommendations of the
study that sought to understand the challenges encountered by the teachers on limited
face to face classes.
. This study was conducted in Veruela Central Elementary School, Poblacion,
Veruela, Agusan del Sur. Ten teachers are being served as study participants. They
were identified by the researcher through a purposive sampling method. Each informant
were teachers of the said school. They were the informants for the in-depth interview,
and they were the sources of pieces of information and data for the phenomenological
study.
Since this study required a thorough exploration and in compliance with reliability
and transferability concerns in qualitative studies, the research employed the qualitative
phenomenological research design. Therefore, the researcher has undergone an in-
depth interview one-on-one with the research participants. Then, the gathered and
transcribed data was thoroughly analyzed for data interpretation.
For this chapter, the sequence of the presentation was based on the order of the
research questions in the interview guide. The presentation of the discussions was
divided into 4 subsets; a) the experiences, b) the challenges, c) the coping mechanism,
d) the insights as the downside of limited face to face classes. The discussions section
highlighted the themes, which were the findings of the study, and corroborated with
related literature and studies.

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Discussion
The structured themes and the emerging themes were made as foundation in
broadening the discussion of the findings in this study. As each theme was linked to
related literature and studies, a substantial discussion was made to find their alignment
with the theme.
The pandemic is not just a health crisis, it has touched every walk of life including
elementary. Basically, the pandemic has become a stress test for face-to-face and
teaching in elementary which additionally strengthen the ability to cope up both
students, and teachers as well as the authorities. Hence, to have a clear idea of the
Limited Face-To-Face Classes: From the Narratives of Elementary Teachers,
substantial discussions are as follows:
Advantages Observed during the Limited Face-to-Face Classes. Motivation
increases since the activities and resources offered by teachers are varied, experiential
and students are stimulated through interaction. It also increases student’s participation
and responsibility without ignoring particularities within individual development. Having
face-to-face classes helps enhance the material covered and gives students a better
understanding of the material being presented. Face-to-face class has many advantages
that help students learn and recall the information being taught to the students. It provides
for an opportunity for interactive learning and is more hands-on and has the opportunity to
provide many different learning strategies to help students learn. The findings show that
cooperative learning can promote deeper learning, shared understanding, critical
thinking, and long-term retention of knowledge (Chang et al., 2017; Kreijns et al., 2003).
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In addition, peer interaction reportedly brings benefits, makes the study
environment more active, helps build study communities, provides more feedback to
lecturers, and enhances students' learning motivation (Beckmann et al., 2015; Markett
et al., 2006).
Theorists, such as Vigotsky (1962) in his social learning theory, have explained that
learning is achieved in a significant way when it is built within social interaction, which is
greater and more effective in face-to-face education. In this interaction, the student can
generate hypotheses, test, contrast and understands them, making it a permanent
learning, easy to remember and to use in context.
Moreover, the opportunity inequalities between different students are lessened by
face-to-face instruction. In this setting, all students have access to the same resources,
so learning is not only dependent on factors like a consistent internet connection or
availability of technological gadgets. Since the activities and materials teachers provide
are varied, experiential, and students are motivated by interaction, motivation rises in
face-to-face learning. Additionally, it improves students' involvement and responsibility
without minimizing the unique aspects of individual growth (Vargas,M., López,P., 2020).
Disadvantages Observed during the Limited Face-to-Face Classes. Limited
face-to-face classes has negative effect on both teachers and students. The
disadvantages of face-to-face classes are: the ability for a single student to disrupt and
entire class, the “mute” feature during e-learning is really useful as it allows students
who cannot or will not stop talking to keep right on talking and not disrupt their
classmates, the need to commute to work/school, and for the school, to keep a large
building heated/maintained. Also, some students miss the class because of work
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schedule conflicts and other personal reasons, some don’t have access to a computer
or internet connection which makes it more difficult for them to participate in online
classes.
Students who chose the Face-to-face modality highlighted the importance of
interacting with faculty and peers because these interactions enhanced their learning
through immediate feedback. The role of the instructors is important in face to face
learning as they have strong sense to be the leadership over the students. The teacher
and the students can bond more and have exercises. There is evidence favoring the
teacher-centered instructional approach, even with regard to “higher order”
achievements, especially with disadvantaged students (Chall, 2000) “These factors
depend on the design of learning activities, the manner in which materials are presented
and the instructor’s teaching approach”. Edelson, (2000) sees teaching in both venues
as a process of constant experimentation, of keeping young and alive and of making the
most of whatever modality is being deployed at any particular.
On the other hand, with limited face-to-face classes following with the required
health protocols, the teacher and student relationship is expected to be affected and
that would reflect on the students learning as well.
School Preparation for Limited Face-to-Face Classes. The teachers, students
as well as the school have various preparations for the limited face-to-face classes. The
school heads made sure for a student to have the traditional learning as it could with the
compliance of health protocols in order to not risk the health of each student as well as
the teachers, making it as their top priority.

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As latest developments in information technology, it enabled various new study
methods which have put students in an environment that integrates the resources of
both the real and digital world for learning (Hwang, Shi, & Chu, 2011). The scope of
flexible learning has been further extended beyond the dimension of delivery to cover
flexible pedagogy (Gordon, 2014; Ryan & Tilbury, 2013). Gardon (2014) and Ryan and
Tilbury (2013) believed that flexibility is not only an attribute of students, but also a
feature of educational strategies at the institution level.
Experiences on the Pupil’s Learning Loss during the Limited Face-to-Face
Classes. The students learning is dependent on the teacher and its environment. At this
time that there is strict implementation of face-to-face classes, health protocols were
required to follow and that basically affects the learning of the students.
The Department of Education (DepEd) shared the various challenges experienced
by teachers and students who participated during the pilot run after completing the five-
week study on limited face-to-face classes in select schools in December. A teacher
said that there were also learners who “cannot clearly see what written on the board
due to physical distancing” while others “cannot clearly hear what the teacher is saying
because of face masks and barriers”. Some learners reported that they “do not have
enough learning materials. Some were “not yet ready for face-to-face learning,” while
others had “difficulty in basic literacy”. Therefore, due to the limited time allotted for
face-to-face learning, some students said they barely had enough opportunities to make
clarifications on the lessons (Malipot, 2020).
According to a poll performed by two College of Education professors at the
University of the Philippines, some teachers report feeling as though their workload
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increased during the trial period for face-to-face classes. The teachers believed that
they had so many problems that it would be impossible for them to address them all.
According to survey findings and conversations from focus groups, some teachers feel
that the government has not done enough to ensure the safety of in-person learning
environments (Mendoza, 2022).
Hence, other challenges encountered by learners that included difficulty of talking
due to face masks and face shields, hard time viewing boards because of barriers, and
the tendency to remove their face masks during classes which risking the health of
students on virus.
Problems Encountered during the Limited Face-to-Face Classes in School.
During the past year, the researchers focused their attention on the pandemic and its
effects on education, the teaching process, and its participants. Some studies refer to
the current situation in education as “emergency remote teaching”. It is described as an
interchangeable and interim option between face-to-face and e-learning caused by
natural disasters or situations that require distancing. It is meant to exclusively provide a
temporary solution that does not fully benefit from institutional support and in which
students have no choice.
According to Becker and Watts, 2001, Becker, 1997 and Siegfried, Saunders,
Stinar and Zhang (1996), most economists prefer the “chalk and talk” mode of
instruction. Despite this preference, the use of technology, particularly the internet and
web-based learning, has increased in economics over the last few years (Coates et.al.
2004).
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Challenges School Encountered during the Limited Face-to-Face Classes.
The challenges encountered by the school during the limited face-to-face classes is the
direct impact on the students. The limited face-to-face classes noted behavioral issues
among students with regards to keeping up with physically distancing protocols.
However, an extensive body of research has explored what instructional methods
improve student learning outcomes (Fink,2013). Considerable evidence indicates that
active-learning or student-centered approaches result in better learning outcomes than
passive-learning or instructor-centered approaches, both in-person and online
(Freeman et al., 2014; Chen et al., 2018; Davis et al., 2018). Active-learning
approaches include student activities or discussion in class, whereas passive-learning
approaches emphasize extensive exposition by the instructor (Freeman et al., 2014).
More importantly, the interaction between the student and course content, the
faculty member, and other students contributes to learning. The higher student
satisfaction and achievement. Is dependent on appropriate interaction.
Most Challenging Learning Loss of Pupils. Students have difficulties in the
limited face-to-face classes resulting to learning loss among students and learning
disruptions were considered as one of the factors affecting both academic progress and
social-emotional well-being of the students during the limited face-to-face classes.
Data on learning loss during lockdown have been slow to emerge. Unlike societal
sectors like the economy or the healthcare system, school systems usually do not post
data at high-frequency intervals. Schools and teachers have been struggling to adopt
online-based solutions for instruction, let alone for assessment and accountability
(Kuhfeld et al., 2020), (Grewenig et al., 2020).

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Nevertheless. the United States Secretary of Education Miguel Cardona said in a
recent Educational Leadership interview. “So many students have experienced
interrupted or unfinished instruction.” Also, researchers have tried to quantify just how
much academic ground students have lost during the pandemic, using data from testing
programs and from other past disruptions like natural disasters. A December 2020
report by the group McKinsey & Company, which looked at the learning of K-5 students,
found that on average, students could be about seven months behind in academics.
Those gaps were estimated to be more severe for students of color, partially because of
disparities in technology access and resources. Hence, concerns about the pandemic
effects on the students’ academic progress and social-emotional well-being have been
a constant and makes sense that schools and policymakers would want to estimate
learning gaps and take immediate actions (WHO,2020).
Ways Used in Handling Problems Encountered during the Limited Face-to-
Face Classes. The emerging theme are, actions taken to handle the problems that was
being encountered during the limited face-to-face classes. With the existence of
technology, the problems emerging during limited face-to-face classes were figured out.
There were two earlier epidemics listed in the 20th and 21st centuries, during which
higher education played a role: the pandemic flu of 1918 and the outbreak of H1N1
(swine flu) in 2009. During both epidemics, institutions of higher education (IHEs) were
able to contain the viruses on campuses and maintain continuity of education. During
these previous epidemics, student populations were smaller. Self-isolation on campus
was possible, and classes continued safely through restructuring and by adding a
distance-learning component (Lovegrove et al. 2020).

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Furthermore, with the increased number of higher education institutions open to
mobile phones, the benefits and barriers brought about by integration with mobile
phones are realized. Students use mobile phones in class for various reasons including
teaching activities, instant online feedback, and reading lecture slides. It is an important
opportunity and challenge for educators to embrace this trend and promote students'
learning. Some educators point out that social media technology can facilitate learners’
participation and interactions with one another as well as with course materials
(Westerman, Daniel, & Bowman, 2016) (Yuan et., 2020).
Other studies have highlighted results that do not favor one type of education over
another but show a preference for combining them. Alsaaty et al. (2016) pointed out that
a large percentage of students in the sample analyzed in their study have assimilated
information more from face-to-face learning than from e-learning. However, they have
positively perceived their experience in e-learning, even though, at first, they
encountered difficulties related to usage. The American researcher Michael Tagoe has
concluded that students prefer blended courses that combine online activities with face-
to-face ones.
Coping with Challenges Encountered in Pupil’s Learning Loss. The
emerging theme in this structured theme are social networking, in particular, mobile
instant messaging (MIM), may be the most popular category (Tang & Hew, 2017). MIM
has changed our ways of communication and made mobile learning available
everywhere at a different level (So, 2016). This implies that students can be sitting in
any seat in the classroom, but still be able to hold discussions with team members
which may help to create a more active learning environment.

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Additionally, individuals often use social technology platforms such as Facebook,
YouTube, and WeChat to share their lives and communicate with one another (Junco &
Cotten, 2012; Wu, Chang, & Yuan, 2015). A report by We are Social estimated the
number of active social media users worldwide at over three billion, and most of those
users visited their preferred platforms through their mobile devices (Kemp, 2018).
Insights Gained from Experiences during the Limited Face-to-Face Classes.
The first and the most important finding is that the teachers have difficulties in limited
face-to-face set up, and lack of infrastructure, classroom management and human
resources are also included. Another challenge was about teachers and students’
behaviors due to the distance education process itself.
There must be extensive educational preparations because the pandemic
persisted for at least two years and counting. Teachers want DepEd to take their
concerns about the money for classroom preparations into consideration. They wouldn't
need to rant if there were only a budget and allocations. Every district division office in
the provinces should have set aside money for the planning. The distribution of tasks
from DepEd to its constituents also has a significant issue. Teachers requested that
senior official’s do an extensive field visit and survey to learn about their actual working
conditions (Helpline PH, n.d.).
The findings reveal that the teachers and students was able to determine their
strategies to deal with these problems with new arrangements regarding the classroom
management, getting help from colleagues, family members and experts. It can be
certainly suggested that both teachers, students as well as the authorities were still
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adapting the changes for the distance education process. However, there is a lack of
application in this regard; such as technology support and distance education training.
One study of student preferences following a switch to remote learning during the
COVID-19 pandemic indicates that students enjoy synchronous over asynchronous
course elements and find them more effective (Gillis and Krull, 2020).
Insights from Experiences on the Pupil’s Learning Loss. The emerging
theme are understanding the students learning loss based on the experiences of the
students during the face-to-face classes. t will be easier for teachers to monitor the
learning progress of the students and to offer the necessary instructional supervision
and interventions if they are given the opportunity to interact with them in person, even
on a sporadic basis (DEPED.GOV.PH, 2020)
The pandemic education system is under unprecedented stress and is facing real
risks. Limiting social interaction produces and maintains negative emotions, reducing
well-being at large (Miller, 2020), (Beaunoyer et.al 2020). The indefinite suspension of
classes and the subsequent, rapid change to new forms of learning modalities caused
various obstacles, particularly for vulnerable students, such as unequal access to
devices and online resources. This was another blow to the country which, prior to the
epidemic, was already battling to increase the quality of basic education.
Even in face-to-face classes, instructors will be required to have the tools necessary
to provide a secure, comfortable, and productive learning environment. Particularly
considering that the majority of teachers believe it would be challenging to establish
safe spacing amongst kids when they are in school. Teachers emphasized the need of
adhering to health regulations, including the provision of personal protective equipment

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(PPE), handwashing stations, and incentives/support for distant learning, as well as a
strong system for monitoring and supervision (Amri et al.,2021)
Encountered. The teachers and school head address problems and challenges
encountered by strictly implementing health protocols in conducting face-to-face classes
which was planned carefully following national and international guidelines to ensure
that students will be safe or at least mitigate the effects of COVID-19. After all, students’
lives matter most as education does to them. In an effort to curb its spread,
governments around the world have moved to suspend face-to-face teaching in
schools, affecting some 95% of the world’s student population—the largest disruption to
education in history (UN Policy Briefs, 2020). The United Nations Convention on the
Rights of the Child states that governments should provide primary education for all on
the basis of equal opportunity (United Nations, Treaty Series, 1989). To weigh the costs
of school closures against public health benefits (Brooks et al., 2020), it is crucial to
know whether students are learning less in lockdown and whether disadvantaged
students do so disproportionately
On the other hand, in face-to-face classes, many instructors utilize a small group
strategy to provide a more focused and in-depth discourse. In online courses, one
method to reduce information overload is to divide a large class into discussion
subgroups (Qiu, 2010).
Recommendations for the DepEd Authority to Improve the Implementation
of Limited Face-to-Face Classes. There were recommendations to create a pandemic
response team, to develop multiple options for different outbreak scenarios based on
105
the severity of the illness, and to determine how to close the campus, if necessary,
including continuity of instruction policies such as online education (Carlton, 2020).
The commendations to the Department of Education authorities in order iimprove
the iimplementation of limited face-to-face classes in schools under strict health and
safety measures in the new normal set up. Carlton (2020) states that there were
recommendations to create a pandemic response team, to develop multiple options for
different outbreak scenarios based on the severity of the illness, and to determine how
to close the campus, if necessary, including continuity of instruction policies such as
online education.
Furthermore, during the round table discussion with UNICEF Philippines, World
Health Oorganization Philippines, and the ADB on the resumption of face-to-face
classes, UNICEF’s presentation included a slide summarizing some of the global
evidence on COVID-19 infection among children which includes children and
adolescents comprise a small proportion of total reported cases; most cases in children
result from household exposure; and children as index case for transmission is low. This
basically means that it is possible to have the face-to-face classes however, in
exchange of being cautious, it needs to have strict implementation of health measures.
On this aspect we are guided by the information and data from the department of Health
and the Inter-Agency Task Force. We should also look at studies and relevant literature,
as well as engage expert advice, by reputable institutions (WHO,2020).
Implications for Practice
Based on the findings, the following implications for practice are offered.
106
On Advantages Observed during the Limited Face-to-Face Classes. Based on
the perspective of the research participants on what are their perceptions of
involvement of parents in school programs the views mentioned were students are able
to socialize, able to participate school related activities and to engage teaching and
learning process.
According to findings, the views of teachers gives an emphasize on how students
being easily monitored during face to face classes. In addition, it will lessen the burden
of parents as well as it strengthens the bond between teachers and learner’s interaction.
On Disadvantages Observed during the Limited Face-to-Face Classes. The
results implied that using blended learning teachers are bombarded with different task
like the preparation of modules. Another disadvantage is lack of learning resources, the
problems of parents on finances and dealing with the different attitude of student’s
which teachers should look into.
The result also implied that program for student like feeding programs were very
timely and relevant so that parents are also aware that the school are serious with
programs regarding the wellness of their children.
On the School Preparation for Limited Face-to-Face Classes. The findings of the
study showed that collaborative effort of parents, schools and other stakeholders
creates a big impact to provide much help in school programs. This implies that
everyone is preparing and willing to support and get involve in school preparedness
program during pandemic.
Another conclusion that derives is the preparedness of school, students, parents,
and teachers may find it challenging to attend in-person sessions during a pandemic
107
because everyone's health is at risk. But this development may be linked to a rise in the
proportion of Filipinos receiving routine vaccinations and their observance of the health
guidelines set by our government.
On Experiences on the Pupil’s Learning Loss during the Limited Face-to-Face
Classes. One of the major global challenges to the medium and long-term recovery
from COVID-19 is learning losses brought on by school closings. Schools must reopen
and be maintained open as much as possible, and measures must be done to
reintegrate young minds into the educational system. Results also implied that It takes
much more than merely restarting classes to help students recover from the devastation
they've endured. In order to get back on track, schools and children need intense care
as well as the teachers require access to quality training and resources, and education
structures must be changed.
On the Problems Encountered during the Limited Face-to-Face Classes in
School. Teachers encountered a lot of problems during limited Face to Face classes
and among those problems are the limited materials to be used, the difficulty of giving
lesson to the learners and a lot of behaviors that learners drawn during pandemic time.
Thus, it is necessary to apply a variety of efficient teaching techniques to
accommodate these circumstances. Additionally, it would be advantageous for teachers
to give more activities and lectures that are simple to comprehend as well as make sure
that outcome-based education is used.
On Challenges School Encountered during the Limited Face-to-Face
Classes.The result of this study implies that teachers and schools had insufficient
budget, lack of educational resources and facilities to keep students safe during
108
pandemic. Also, the sudden switch to new learning modalities and the indefinite
suspension of classes presented a number of difficulties, including unequal access to
modules and online instructions.
The findings suggest that the role of a teachers play in ensuring that learning
continues is one of the most important lessons gained throughout the pandemic. When
schools reopen, it will be on to the teachers to make sure that students can finish their
education in a healthy and safe atmosphere and to make up for any lost knowledge and
abilities.
On the Most Challenging Learning Loss of Pupils. The result of this study has an
implication that most of teachers observe the learning difficulties of students, one factor
to consider was the lack of support of parents during the long period of lockdown. Since
many working parents were juggling work and child care, COVID-19 school closures will
result in significant learning losses in the short term, especially for the lowest-achieving
students.
Findings revealed that there should be a necessary intervention with learners
who are pandemic-affected, and that educators and governments must address other
issues. Mass assessments will need to be developed by educators and other stake
holders. Teachers will need to use successful techniques to work with individuals who
are most impacted by the school closures over the upcoming academic year.
On Ways in Handling Problems Encountered during the Limited Face-to-Face
Classes. Due to the pandemic, teachers encounter a lot of problems during the start of
limited face-to-face classes. But despite that, they still managed to handle the situation.
Schools have implemented that students and staffs should be fully vaccinated to be
109
able to attend to school, classrooms must have limited students only, and it also need to
be sanitized, cleaned, and organized to avoid contamination.
Results of this study suggest that teachers should be. Ask technical assistance
from the superiors of the department. Teachers should also find ways to make the
school environment more conducive for learning and a COVID-free.
On Ways Used in Handling Problems Encountered during the Limited Face-to-
Face Classes. Based on the emerging themes, we encounter different kinds of
problems in our daily lives and we do have plans and ways on how to handle each
situation. During the start of limited face to face classes, both teachers and students
encountered problems like difficulty of talking due to face masks and face shields; hard
time viewing boards because of barriers; and the tendency to remove their face masks
during classes. Although the above-mentioned problems are not harmful enough for
students, it still can cause havoc in the school and community, especially if a single
student already had symptoms of COVID-19. Thus, these problems can be handled
through implementing high rate of vaccinations for staffs and students in school and by
always sanitizing the facilities and equipment’s used by the people whose using them.
Findings revealed that teachers should be resourceful enough on how to handle
situations and being flexible at all times. Asking support from parents and other
individuals and discuss the problems regarding students’ performance to school to help
lessen the burden of the teachers.
Coping with Challenges Encountered in Pupil’s Learning Loss. High levels of
stress and anxiety during the pandemic had an impact on teachers' subjective well-
being and depression, and their resilience buffered this link in the COVID-19 pandemic
110
era. In addition, teacher efficacy to boost their confidence is their capacity to create a
suitable learning environment, as well as to instruct and communicate with students in
an effective manner. The effects of teachers' self-efficacy on numerous challenges they
can run into, as well as the efficiency of their instruction and classroom management.
Finding shows that pandemic places a strong emphasis on the value of teacher
effectiveness in light of the changes to the learning environment.
Insights Gained from Experiences during the Limited Face-to-Face Classes.
Teachers consider more carefully prepared health standards and strict enforcement
needed to ensure safe return to school in places and for students permitted to conduct
face-to-face sessions given the unique problems and hazards connected with children.
Finding reveals that teachers need to further strengthen their work commitment
and being patient in all aspects of uncertainty they’ve been through. Consider carefully
how you are going to take care of yourself. Teachers who are resilient overcome
obstacles and adopt adversities.
Insights from Experiences on the Pupil’s Learning Loss. Uneven self-learning
abilities exist among students. The number of children in a household who require
assistance, the household income, the education levels of the household members,
their access to the internet, and their employment status all affect the household
resources available to help children learn. The students who find it challenging to learn
independently and whose homes lack the resources to assist their learning will fall
behind if teachers don't provide more consistent instructional direction. Without the
direct supervision of teachers, students and households also dedicate very different
amounts of time to studying. It will be easier for teachers to monitor students' academic
111
progress and to offer the necessary instructional supervision if they are given the
chance to interact with them in person, even on a sporadic basis.
Encountered. The introduction of a limited face-to-face classes in the learning process
highlights a number of risk factors in the school environment, one of which is the health
and safety of students and other school personnel. This presents a challenge to
management regarding how to prevent and manage how to make the school
environment free from covid. Result shows that responsibility sharing is essential for
achieving goals.
Hence, face-to-face instruction is still required for education. Distance learning
methods cannot completely replace the social component of education, where students
can engage with their teachers and classmates.
Recommendations for the DepEd Authority to Improve the Implementation of
limited Face-to-Face Classes. The result of this study implies that the framework to
conduct limited face-to-face classes, while COVID-19 was still not completely contained
was given by the President's order to resume the limited face-to-face classes because
of its potential implications for public, the conduct of basic education classes that are
held in person tend to challenge teachers with a lot of task-oriented instructions.
Teachers responses indicate that the government is serious in terms of its
implementation amidst the crisis that we been through.
Results shows that the government is doing their best to give a lot of option like
in limited face to face classes and blended learning so that education for students will
not be delayed in terms of the gap that they need to fill in for a long period of pandemic.
112
Implications for Future Research
This study is for the involvement of parents in school specifically in Veruela
Central Elementary School Division of Agusan Del Sur. The following implications for
future research are considered:
First, Teachers gained a lot of experiences during limited face to face classes but
maintaining their effort, teachers persevered, which boosted their self-efficacy and gave
them a sense of accomplishment that they could continue teaching in-person instruction
during the pandemic. Second, there is advantages and disadvantages of limited face to
face classes but school needs to re-open face to face classes so that school
atmosphere and decent surroundings assist learners attain the necessary goals much
faster. Additionally, children learn to engage with one another, which increases their
social skills and molds other characteristics of character. When learning with other
students and concentrating on achieving specific goals, kids are more committed and
goal-oriented. Third, to respond to the challenges that many teachers are taking
responsibilities, it is vital that the school organizations as well as the government should
develop equitable policies.
The results of this study are expected to assist and lead additional research for
scholars in the field who are interested in conducting systematic reviews and who are
researching how COVID-19 has affected K–12 education. This might also help the
DepEd personnel allocate their resources in a way that lessens the financial burden on
our teachers.
113
Concluding Remarks
This study was about the involvement of parents in school specifically in the Veruela
Central Elementary School, Division of Agusan Del Sur. With the decline of COVID-19
cases, the government is optimistic about its plan to gradually open face-to-face classes
in some schools across the country. However, for some teachers, face-to-face classes
and physically reporting on site pose a big challenge to them and their students. In fact,
educational institutions have voiced their worries about the ambiguity surrounding to the
start of the limited face to face classes and the absence of specific government
regulations. However, the way in which these measures could be applied with the
resources available to the schools surfaced as a substantial difficulty and source of
concern during limited face classes.
Teachers are challenge with how to exert efforts and patience as well as
perseverance to engage work even if it cost their health while there is still pandemic.
Moreover, the return of limited face to face is a wonderful development and a benefit to
the economy, teachers must bear the responsibility for ensuring that classrooms are
safe and well-maintained under the new normal. Teachers should be more focused on
fostering their students’ minds while helping them to regain the actual process. With
hybrid systems now in place, teachers must have the ability to conduct simultaneous in-
person and online classes. Teachers should be well-equipped and improve their remote
delivery competence. As a result, there should be programs for teacher and school
leader to support educators in honing their instructional and technological skills in order
to meet the social, emotional, and academic needs of all learners to minimize potential
achievement and opportunity gaps.

114
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115
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Appendices
Appendix A: Endorsement Letter 125
Appendix B: Letter to Schools Division Superintendent 126
Appendix C: Letter Request to the Public School District In-Charge 127
Appendix D: Letter Request to the School Principal 128
Appendix E: Interview Guide 129
ASSUMPTION COLLEGE OF NABUNTURAN

Nabunturan, Compostela Valley Province
GRADUATE SCHOOL PROGRAM
IN-DEPTH INTERVIEW GUIDE
Titile: LIMITED FACE-TO-FACE CLASSES: FROM THE NARRATIVES OF
ELEMENTARY TEACHERS
Archival #:_____________________________________________________________
Site:__________________________________________________________________
Name of Interviewer:____________________________________________________
Name of Interviewee:___________________________ ________________________
Date:____________Start of Interview:___________End of Interview:____________
1. What are the experiences of teachers during the implementation of the limited face-
to-face classes?
1.1 What advantages have you observed during the limited face-to-face
classes?
1.2 What disadvantages have you observed during the limited face-to-face
classes?
1.3 How did your school preparing for the limited face-to-face classes?
130
1.4 What are your experiences on the pupil’s learning loss on the limited face-
to-face classes?
2. What are the challenges of the teachers during the implementation of the limited
2.1 What problems have you encountered during the limited face-to-face
classes in your school?
2.2 What challenges your school encountered during the limited face-to-face
classes?
2.3 What are those learning loss of pupils that challenged you most?
3. What are the coping mechanisms of the teachers in facing the challenges and
problems during the face-to-face classes?
3.1 How did you handle the problems you encountered during the limited
3.2 How did your school handle the problems encountered during the limited
3.3 How did you cope with the challenges you encountered in pupil’s learning
loss?
4. What are insights gained by the teacher in the limited face-to-face classes?
4.1 What insights did you gain based on your experiences during the limited
4.2 What insights can you share based on your experiences on the pupil’s
learning loss?
131
4.3 How can the teacher and the school head address their problems and
challenges encountered during the implementation on limited face-to-face
classes?
4.4 What recommendations will you give to the DepEd authority to improve
the implementation of limited face-to-face classes?
KHAREN ROSE D. LUSANTA

Researcher
Appendix F: Tally Sheet for Validation 132
Name of Researcher: KHAREN ROSE D. LUSANTA Degree Enrolled: MAED-ELED

Title of Research: Limited Face-to-Face Classes: From the Narratives of Elementary
Teachers
Expert Expert 4 Expert 5

Expert 1 Expert 2 DESCRIPTIVE
Items 3 (Dr. (Dr. (Dr.
(Dr. Ibojo) (Dr. Doronio) RATING
Dioso) Paniaga) Villocino)
1 4 4 4 4 4 Excellent
Panel of Validators:
Appendix G: INFORMED CONSENT 133
FORM
You are invited to participate in a study which will conducted by Kharen Rose D.
Lusanta, a Teacher II of Veruela Central Elementary School, Poblacion, Veruela,
,.Agusan del Sur and a Master of Arts in Education-Major in Elementary
Education student of Assumption College of Nabunturan, Nabunturan, Compostela
Valley. The purpose of this research study is to determine an individual’s experience of
challenges and problems encountered on limited face-to-face classes. You were
selected as a possible informant in this study because the researcher believes that you
can contribute greatly and substantially to her study entitled, LIMITED FACE-TO-FACE
CLASSES: FROM THE NARRATIVES OF ELEMENTARY TEACHERS.
If you decide to participate, the researcher will conduct an in-depth interview in
order to gather first-hand information from you. You may decline to answer any or all
questions and you may terminate your involvement at any time if you choose.
Participant data will be kept confidential except in cases where the researcher is legally
obligated to report specific incidents. These incidents include, but may not be limited to,
incidents of abuse and suicide risk. The researcher cannot guarantee, however, I hope
that the information obtained from this study may you receive any benefits from this.
And part of the interview process would be to record interviews, unless you specify
otherwise. Any information that is obtained in connection with this study and that can be
identified with you will remain confidential and will be disclosed only with your
permission.
______________________________________________________________________
134
I have read and I understand the provided information. I understand that my
participation is voluntary and that I am free to withdraw at any time, without giving a
reason and without cost. I understand that I will be given a copy of this consent form. I
voluntarily agree to take part in this study.
Date:_____________________________________Signature:____________________
Appendix H: PHOTO DOCUMENTATION 135
An interview from Veruela
Central Elementary School

136
CURRICULUM VITAE
PERSONAL INFORMATION
Name : Kharen Rose Del Rosario Lusanta
Address : Purok 3, Poblacion, Veruela, Agusan del Sur
Date of Birth : April 14, 1987
Place of Birth : Km.5 Sampaguita, Veruela, Agusan del Sur
Civil Status : Married
Husband : Percival O. Lusanta
Siblings : Noreen KHai D. Lusanta, Valren Khen D. Lusanta
Father : Santos D. Del Rosario
Mother : Oliva A. Pardorla
EDUCATIONAL QUALIFICATION
Graduate : Assumption College of Nabunturan ( 2022-2023)
Poblacion, Nabunturan, Compostela Valley Province
Master of Arts Major in Elementary Education
Tertiary : University of Mindanao, Tagum College
Tagum City
2003-2007
137
Bachelor in Elementary Education ( BEED)
English Concentration
Secondary : Urious College of Trento
Tento, Agusan del Sur
1999-2003
Elementary : Sampaguita Elementary School
Sampaguita, Veruela, Agusan del Sur
1993 – 1999
ELIGIBILITY :
Licensure Examination for Teachers ( LET)
TEACHING EXPERIENCE
2009-2010 : Don Mateo Elementary School
Don Mateo, Veruela, Agusan del Sur
Volunteer ( Grade 3 and 4 Adviser)
2010-2012 : Veruela Central Elementary School
Poblacio, Veruela, Agusan del Sur
Volunteer ( Grade 5 Implementing Teacher)
2012 - 2015 : Logum Elementary School
La Fortuna, Veruela, Agusan del Sur
Teacher I ( Kindergarten Adviser)
2015 – Present : Veruela Central Elementary School
Poblacion, Veruela, Agusan del Sur
Teacher II ( Grade I Adviser)

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1

The Problem and its Background

standard of basic education amidst pandemic. Beyond any reasonable expectations,

students' wellbeing while still pursuing academic success.

Teachers in the Philippines, particular at Mary Perpetua E. Brioso National

also encountered difficulties focusing on student’s learning ability as well as

times of crisis, particularly in the preparation of learning resources like modules.

In Veruela Central Elementary School, teachers are experiencing problems and

challenges during the limited face-to-face classes. Due to suspension of face-to-face

home, parents’ technique, socio-economic status of families and their lack of

collaboration with teachers.

Furthermore, with this challenge encountered during the limited face-to-face

Purpose of the Study

Review of Related Literature

this study is focus on limited face-to-face classes, challenges, experiences, coping

mechanism and insights gain.

Limited Face-to-Face Classes. Because in-person communications "make our

brains happier," as Stanford researchers discovered, face-to-face learning is superior to

The pandemic prevented students from attending face-to-face lessons and

enrol in a small number of face-to-face sessions in November 2021. Additionally, it

of face-to-face classes despite the pandemic's problems (Montemayor,2021). According

taking a limited number of face-to-face sessions at more than 13,000 institutions

On November 15, 2021 the Department of Education (DepEd) extends a warm

have a safe and well-planned face-to-face curriculum.

staff in a staged manner, particularly in the wake of physical separation, interactions

and implementation of school health policies must be supported by accurate information

provided by numerous authorities (Sarmiento et al., 2021).

Furthermore, Deped.Gov.Ph (2020) discuss that limited face-to-face will be

distance, classrooms must adhere to the physical arrangement outlined in Enclosure

No. 4 of DepEd Order No. 014, s. 2020

Based on the survey particularly in Ricardo P. Cruz Elementary School in Taguig

arrangement (Malipot, 2022).

According to the DepEd chairman, 34,000 public schools, or around 73 percent,

private schools were urged to resume holding in-person lessons by Department of

they will be permitted to learn at home (Fernandez, et al 2022).

2022. No school shall be permitted to undertake entirely blended or distance learning

"ample time to gradually transition" to the five-day in-person classes by implementing

Experiences of Teachers during Face-to-Face Classes. Experiences are

sometimes experience is a surprise, other times it might be criticized (Bartleby

infection-related concern that teachers encounter in face-to-face sessions during a

psychological anxieties in these circumstances, including anxiety about contracting the

instructors teaching continuously in-person classes (Wakui, Abe, Shirozu et al.,2021).

the teachers (Merril and Gonser, 2020).

step in addition to the students.

In Denmark, kindergarten teachers’ experience that they must provide two

playground for recess (Lieberman, 2020).

money on it and it is another aspect of their negative experiences. According to Helpline

classrooms may not be in condition.

According to the survey conducted by the two College of Education professors at

Challenges of Teachers during Face-to-face Classes. UNICEF Philippines

actual opening of schools, according to several specialists, unless precautions are

Inverness Institute, 2021).

implementing social distancing was also mentioned as an anticipated issue.

In the Philippines, Malipot (2022) states that the Department of Education

about the "unreadiness of learners in face-to-face learning." Similar to the children,

kindergarten and first-grade students as well as separation anxiety. Behaviour problems

for almost two years."