LIVED EXPERIENCES OF SEASONED TEACHERS IN

THE IMPLEMENTATION OF DISTANCE LEARNING

IN THE NEW NORMAL: A PHENOMENOLOGICAL
STUDY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Issue: 9
Pages: 1051-1064
Document ID: 2023PEMJ710
DOI: 10.5281/zenodo.7934184
Manuscript Accepted: 2023-05-14 12:40:45
Psych Educ, 2023, 8(9): 1051-1064, Document ID: 2023PEMJ710, doi:10.5281/zenodo.7934184, ISSN 2822-4353
Research Article

Lived Experiences of Seasoned Teachers in the Implementation of Distance Learning in

the New Normal: a Phenomenological Study
Glenda Repecio*, Sherry Tupan
For affiliations and correspondence, see the last page.

Abstract

This phenomenological research explored the lived experiences of seasoned teachers within the District of Ilog I in the
implementation of distance learning in the new normal. Results identified three core themes (a) teachers preparation to distance
learning modality which was based on the following subthemes: gathering resources and establishing practices; profiling
learners; capacity building for continuous learning and development; (b) challenges encountered during preparation stage with
the subthemes; complexity of assessment; difficulty in instructional delivery; digital device; (c) coping mechanism to address
challenges with the subtheme; positive well-being; time management; openness to change; peer mentoring, and collaboration.
Findings revealed as training migrates to a new normal, teachers make necessary arrangements to equip themselves with
distance gaining knowledge of. Though they face challenges which may also bog down their work, they nevertheless control to
deal with the brand new regular maintain their tasks. The better places of work and faculty government ought to work with
teachers on the implementation of distance learning to address their needs in resources and training to effectively facilitate the
delivery of quality education for students.

Keywords: Philippines, Experiences, Distance Learning, New Normal, Seasoned Teachers

Introduction became delayed, giving extra time to colleges to put

One of the rising international emergencies in
public health is the COVID-19 pandemic because of a
Novel Coronavirus SARS-COV-2. The combat
towards its threats
has obtained huge international interest on the way
to eliminate the persistent growth of developing
infections (Guo, et al., 2020). As the World Health
Organization, municipals & cities obstacles have been
additionally restricted. The WHO has encourages
different measures together with social distancing,
carrying of face masks, handwashing, self-isolation,
and stepped forward fitness care gadget to govern the
unfold of contamination and reduce the loss of life rate
(WHO, 2020. Education zone is
Education zone is certainly considered one among the
maximum affected fields added approximately via way
of means of COVID-19 pandemic. Schools have
become the maximum susceptible to protection and
security. Health of school personnel, students, parents,
and different stakeholders are at stake; thus,
brief closure of faculties changed into enforced
to incorporate the unfold of the virus and
decrease infections (UNESCO, 2020). Community
lockdown and quarantine led do business from home
amongst instructors and look at from domestic
amongst college students via online distance studying
(Crawford, et al.,2020). Other colleges reduce their
lessons brief than expected, which reasons critical
disruption to extra instructional opportunities. The
starting of instances for the subsequent academic year
together continuity plans and manipulate opportunity
studying modalities. Teaching and studying which
mainly takes place within the lecture room turns
into the maximum at risk
of disturbance,so education leaders determined to deal
with and undertake the New Normal education.
Globally, many schools have already replaced
traditional classroom setups with innovative flexible
learning strategies since these are found to improve
students’ learning outcomes (Kim, 2020). The
Philippines’ education system, particularly in the basic
education, faced challenges related to learning delivery
modalities. It is eyed that marginalized learners are
expected to have less access to resources causing
social disadvantage and digital divide. Thus, flexible
learning has been subjected to further evaluations and
debates in terms of inclusivity and equity in
educational opportunities. Education shall continue
despite the situation so the Department of Education
(DepEd) has implemented its Basic Education
Learning Continuity Plan (BE-LCP) for the Academic
year 2020-2021. BE-LCP is a (WHO) declared that
COVID-19 is already a pandemic, the Philippines was
placed in a state of calamity under the Presidential
Proclamation No. 929 s. 2020. Suspension and
temporary closing of companies, enterprises and
business operations has taken effect. Movement of
people, goods, and services within and across package
of education interventions that responded to basic
education challenges brought about by COVID-19
(DepEd Order No. 12, 2020). And so, to protect the
health, safety, and well-being of learners, teachers, and

Glenda Repecio
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Research Article
personnel, and prevent the further transmission of
COVID19, the department implemented the alternative
learning delivery modalities such as modular,
television-based, radio-based instruction, blended, and
online while face-to-face classes still prohibited due to
the public health situation. As to the curriculum
offering, the learning competencies have been
decongested to focus only on the most essential
learning competencies (MELC) which are aligned to
the achievement of 21st century skills such as critical
thinking, collaboration, communication, and creativity.
Consequently, instructional delivery was shifted into a
different undertaking in the teaching and learning
process. Subject matter has been taught in different
ways such as inquiry, hands-on learning, social
interaction, and constructivism.
However, such pedagogies seem difficult to implement
in a distance learning, and teachers do not feel
adequately able and prepared to teach the subject
remotely (Lichoro, 2015). Teachers who were new to
distance learning may feel unprepared to facilitate
teaching, thus, need support as to technical,
pedagogical, and time management (Dyment, 2013).
Instruction heavily relied on technology leaving the
teachers not fully prepared and lack of competence
(Nilson & Goodson, 2018). As a result of the survey
that the researchers conducted, it shows that out of 188
proficient teachers in the District of Ilog I, only 132
obtained an Outstanding rating in the 2020-2021
IPCRF. The same result was obtained on the IPCRF
2021-2022 with 69.15% This result indicates that 70.
21% of the proficient teachers got an outstanding
rating. Compared to the result of the 2020-2021
IPCRF which shows 89.36%, it means that 168 out of
188 proficient teachers obtained an outstanding rating.
Given the essential points mentioned above, this study
aimed to explore the lived experiences of seasoned
elementary teachers in the implementation of distance
learning in the New Normal.
Literature Review
Faculty Readiness to Teach Online
Several institutions use a readiness instrument to
assess faculty readiness to teach online, but most of
these are not systematically studied or empirically
tested. Few researchers have studied faculty readiness
for online teaching. Gay (2016) examined the
assessment of online instructor eLearning readiness
before, during, and after course delivery. They found
that the availability of online help desk services is an
urgent need of online faculty. Lichoro (2015) found
Glenda Repecio
that faculty members do not feel adequately prepared
to teach online. However, there is still a need to
identify competencies to prepare faculty to teach
online, and by doing so we will be providing guidance
to prepare faculty to teach online. Downing and
Dyment (2013) examined teacher educators’ readiness
and preparation for as well as their perceptions of
preparing preservice teachers in a fully online
environment and found that teachers considered online
teaching time-consuming. Based on the research
examined, it was found that faculty new to online
teaching felt a lack of readiness to teach online and
needed technical and pedagogical support, and time-
management strategies. Faculty readiness was defined
to teach online as a state of faculty preparation for
online teaching. Within the context of this study, we
focus on two aspects of readiness: (1) faculty attitude
on the importance of online teaching and (2) faculty
perceptions of their ability to confidently teach online.
Attitude refers to the viewpoint a person has about
something and its personal relevance to them
(Krosnick & Petty, 2015). Ability has reference to the
capacity to successfully perform (Ferguson, 2019).
Since measuring faculty’s direct ability was not
possible, we focused on their perception of their ability
to teach online. Several researchers have examined the
relationships between attitude, ability, and readiness
(Bayram & Comek, 2009; Logan & Johnston, 2009;
Rollnick, Mason, & Butler, 2009). However,
researchers have not yet examined the relationships
between attitude, ability, and online teaching
readiness.
Distance Learning in the Twenty-First Century
Online learning has increased in popularity over the
years as indicated by the National Center for
Education Statistics (2011). For example, “In 2007-08,
about 4.3 million undergraduate students, or 20
percent of all undergraduates, took at least one
distance education course. About 0.8 million, or four
percent of all undergraduates, took their entire
program through distance education” (National Center
for Education Statistics, 2011, p. 120). In 2000, the
Army contracted with Price Waterhouse Cooper
(PWC) for five years to develop and operate the Army
University Online Access Program (AUOA) for
soldiers to obtain their postsecondary education and to
finish their degree requirements (Kidwell, 2000;
Wisher, 2001). In 2005, WebCT and Blackboard, the
two major classroom management systems, merged
into one company (Wisher, 2001). Online and blended
or hybrid programs provided opportunities for students
to access courses any time and any place. Allen and
Seaman (2010) established definitions for an online
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and blended course whereas, “An online course is
defined as having at least 80% of the course content
delivered online [and] [blended education courses are
defined as having between 30% and 80% of the course
content delivered online”. As of today, online
education has noticeably improved. With faster
connection speeds, more classes can be offered online
by postsecondary institutions, and more students can
participate in online learning. Rainie (2010) mentioned
in the report regarding the use of the Internet that
Seventy-four percent of American adults (ages 18 and
older) use the Internet…, 60% of American adults use
broadband connections at home…, and 55% of
American adults connect to the Internet wirelessly,
either through a WiFi or WiMax connection via their
laptops or through their handheld device such as smart
phones.
The Internet and the World Wide Web still play a
major role in the learning process and the educational
system. The demand for online courses has increased
over time as compared to face-to-face courses (Finch
and Jacobs, 2012). Furthermore, online and web-
enhanced programs provide more opportunities to
learners. Therefore, colleges and universities must
seek to provide quality instruction. Research has been
conducted to help improve these courses and degree
plan offerings and identify factors that affect distance
education and students. Educators must keep in mind
how to merge new technologies, new teaching, and
learning delivery formats with the course content and
course goals. Educational research is full of
information regarding distance learning. Some
researchers have focused on student performance and
student characteristics, whereas other researchers have
emphasized faculty and student perceptions.
Responsibilities for Instruction
Students want to use new technology to find
information because they find technology engaging.
However, teachers often do not have enough time to
collaborate with school librarians to learn how to
effectively integrate technology into research and
learning while helping students develop strong
information literacy skills. As a result, a gap exists
between what students want and what they get in the
classroom (Branch 2006; Stubeck 2015; Varlejs, Stec,
and Kwon 2014). In many schools, it was not clear
who was responsible for teaching technology-centered
information literacy skills: the school librarian or the
classroom teacher. Classroom teachers were already
tasked with creating lesson plans that are engaging,
student-centered, standards-based, and differentiated
for learners—before adding the task of incorporating
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instruction in information literacy skills, especially as
the skills relate to technology use. School librarians
often do not have their own classes that they teach
weekly. Therefore, those school librarians rely on
invitations from classroom teachers to teach these
skills. Those school librarians with assigned classes
have the same tasks as classroom teachers and, as a
result, have less time available to collaborate with
classroom teachers on information literacy instruction.
Most of the existing research examining who should
teach information literacy skills has been written from
the perspective of school librarians (Darrow 2009;
Francis and Lance 2011; Latham and Gross 2008;
Montiel-Overall and Jones 2011; Shannon 2012;
Stubeck 2015). Melissa P. Johnston’s dissertation
(2012) noted that little evidence and limited resources
exist regarding school librarians as leaders in
integrating technology. Patricia Montiel-Overall and
Patricia Jones expressed a similar problem when they
identified a “paucity of empirical evidence specifically
related to teacher and school librarian collaboration”
(2011, 50). Cindy L. Kovalik, Susan D. Yutzey, and
Laura L. Piazza found little research on information
literacy in the K–12 gradeschool setting (2012).
Montiel-Overall and Jones also noted the need for
future research on teachers’ perspectives on who
should teach information literacy skills—and how
(2011).
The Needs for a Continuous Teacher Development
Continuous learning and development among teachers
were necessity and requirement for every individual.
Teachers who stop learning
after initial training it will not effectively fulfill its role
. Their ability to synthesize content with pedagogy,
and technology to effectively generate current
pedagogical-technological-content knowledge was
limited. Their creativity would fade and teaching
would become dull and boring. The demands for
change in curriculum and teaching would not be
fulfilled. Teachers were more inclined towards using
pedagogical reasoning and actions that were technical
rather than reflective. The most unfortunate situation
would be teachers become “prisoners of their own
experience”. It is the tendency to repeat technically,
year after year, the same experience, approach,
knowledge and skills garnered and practiced at the
beginning of their careers without reflecting and
innovating their teachings based on current changes
and developments (Omar & Khuan, 2005). These
teachers were unable to produce students who are
creative, critical and innovative although changes have
been made to the curriculum to match the demands of
the day. According to Shulmen (2017), “teaching is a
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process of pedagogical reasoning and action that
involves the need for teachers to grasp, probe, and
comprehend an idea, to turn it about in his or her mind,
seeing many sides of it. Then the idea is shaped or
tailored until it can in turn be grasped by students. He
further expressed that “Teachers also need to develop
strategic knowledge to confront troublesome,
ambiguous teaching situations and build wisdom of
practice situations.
Change in curriculum without change in the attitude of
teachers who act as implementers and assessors of
curriculum would not bring about meaningful
educational innovation. In fact, matters would become
worse as incorrect interpretation and shaping of
teacher belief in the curriculum would result in
erroneous curriculum direction change. In this context,
teacher belief refers to … “the taken for granted
assumption, values, and expectation that were
foundational to the ongoing decisions and actions
taken in our common-sense situation of teaching and
curriculum planning…that were assumed
unreflectively, even though one’s acting and thinking
may rest upon them.” (Werner, 2011). Teacher belief
influences how one thinks or acts upon what is
accepted as truth. An education concept might be
interpreted differently from one’s belief. This
phenomenon was dominant among teachers who are
less involved in the process of continuous
development. For instance, misconceptualization and
misinterpretation of concepts would lead to the usage
of the inappropriate teaching approach. Some have the
assumption that “…constructivism was student-
centered and is on the opposite side of the continuum
from subject-centered or teacher-centered instruction”
(Gordon, 2009). In reality, “a constructivist classroom
was one in which there is a balance between teacher
and student directed learning and requires teachers to
take an active role in the learning process, including
formal teaching” (Gordon, 2009).
Moreover, the periodical inappropriate interpretation
of various curriculum changes and innovation concepts
would result in the deviation of the desired aims of
curriculum change. From Basic education curriculum
(BEC) to K-12 curriculum, then the pandemic
occurred the K12 curriculum revised into Most
Essential Learning Curriculum (MELCs). Besides the
problems in the dissemination of information, the
problem of inappropriate interpretation due to teacher
belief worsen the situation. This matter caused some
innovative concepts in curriculum change to revert to
the original practice. The existence of uncreative and
insensitive teachers towards the demands of change
left a serious effect on the development of students is it
Glenda Repecio
in the cognitive or other domains. It is not possible for
the learning outcome of students that resulted from the
teachings of such teachers to achieve the changed
curriculum aims to meet current and future human
capital development of the country. In addition, the
lack of commitment towards the profession also
encouraged teachers to take short cuts and adopt a
lackadaisical attitude in their daily classroom duties.
Wan Mohd Zaid (2009) mentioned that this
phenomenon would produce students with “learned
paralysis”. He asserted that Learned Paralysis may be
produced by classroom process that is teacher
dominated due to a number of factors operating on the
teacher. Consequently, the behavior of the teacher in
the classroom process may become inappropriate in
the pedagogical sense, thereby producing a one-way
process in the teaching-learning situation giving rise to
the regularity of teacher talk, student listen.
Influencing E-Learning and Blended Learning in
Relation to Learning Outcome, Student
Satisfaction and Engagement
Several studies (e.g., Bernard et al., 2014; Chigeza and
Halbert, 2014; González-Gómez et al., 2016; Israel,
2015; Northey et al., 2015; Ryan et al., 2016;
Southard, Meddaug and Harris, 2015) have compared
F2F teaching to online learning and/or blended
learning in order to try to define which of the formats
provides, e.g., the highest learning outcome, creates
the most satisfied students or has the highest rate of
course completion. In the following, we make an
introductory review of recent comparative studies of
the three formats mentioned. The main focus was on
summing up the results developed by these studies and
discussing some of the limitations said to accrue to
comparative studies of teaching formats. In the
literature reviewed, it was often shown that teaching
and learning were influenced by more than teaching
format alone as many other factors play significant
roles. Before embarking on our comparative review of
the three different teaching and learning formats, it
was started by clarifying how each of them was
definable according to studies of the different formats.
Although there has not been complete agreement
among researchers about the precise definition or
meaning of the term ‘blended learning’ in particular
(Bernard et al., 2014; Chigeza and Halbert, 2014),
consensus has still built up around a sense of fairly
clear distinctions between the three formats.
Definitional questions do not, however, seem to haunt
the terms ‘face-to-face learning’ and ‘online learning’
in the same way as they do ‘blended learning’ in the
articles reviewed. Their meaning appears to be more or
less agreed upon. For instance, the F2F learning format
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was characterized as “traditional” by many of the
authors, referring to the fact that this was the format
with the longest history of the three formats and in
relation to which online and blended learning represent
a modern or innovative intervention (e.g., Chigeza and
Halbert, 2014; Adams, Randall and Traustadóttir,
2015; Pellas and Kazandis, 2015; González-Gómez et
al., 2016). Generally, its meaning derived from an
understanding of an instructional format that involves
a physical classroom and the synchronous physical
presence of all participants (i.e., teachers and
students). One study emphasized that even in-class use
of computers and educational technology does not
affect the definition of the F2F format so as to change
it into blended learning (Bernard et al., 2014).
Online learning was commonly defined in
contradistinction to F2F learning (e.g., Ryan et al.,
2016). Its most prominent feature was the absence of
the physical classroom, which was replaced by the use
of web-based technologies offering opportunities for
out-of-class learning independent of time, place and
pace (Bernard et al., 2014; Chigeza and Halbert, 2014;
Northey et al., 2015; Israel, 2015; Potter, 2015). Ryan
et al. (2016) pointed out that “in the context of higher
education, the phrase online learning was often
interpreted as referencing courses that were offered
completely online. Typically, the online learning
setting was launched through so-called learning
management systems (LMS) or virtual learning
environments (VLE) such as Moodle and Blackboard
(Pellas & Kazanidis, 2015).
The terms blended learning and hybrid learning
sometimes seem to be used interchangeably (Ryan et
al., 2016). According to Bernard et al. (2014), who
builds on Graham’s definition (2005), blended
learning defined as “the combination of instruction
from two historically separate models of teaching and
learning: traditional F2F learning systems and
distributed learning systems”. In some cases, blended
learning was seen as the more effective counterpart to
the other two formats used separately (Pellas and
Kazandis, 2015; González-Gómez et al., 2016) insofar
as it was, e.g., characterized as F2F and online
learning being “optimally integrated” (Israel, 2015) or
combining their “benefits” (Adams, Randall and
Traustadóttir, 2015). Moreover, several studies seem
to agree that blended learning was definable according
to the relative time spent on respectively online and
F2F instruction in courses. Thus, at least 50 percent of
total course time dedicated to F2F instruction appeared
to be the lower limits of in-class components in the
blended learning format (Bernard et al., 2014). Many
studies compared the effect on students’ learning
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outcome generated by respectively F2F teaching
and/or blended learning. In Bernard et al.’s (2014)
meta-study of blended learning in higher education,
students in blended programs have turned out to
achieved slightly better than students following
traditional classroom instruction programs. Similar
findings have been made by other studies – e.g., Israel
(2015), Northey et al. (2015), Southard, Meddaug and
Harris (2015), González-Gómez et al. (2016) and Ryan
et al. (2016). What leads to a better learning outcome
among students in online and blended learning
programs was, however, a question that was not
answered in the same way by all the studies
mentioned. Bernard et al. (2014) concluded that the
element of technology integration in blended learning
courses seemed to lead to very low, though significant
improvement in student achievement – particularly
when technology yields cognitive support (e.g.,
simulations) or facilitates student interaction (i.e., with
other students, content and teachers). In González-
Gómez et al.’s study (2016), it was the adoption of a
flipped classroom model of blended learning in a
general science course that resulted in higher grades
among teacher training students when compared with
those achieved by students following a traditional
classroom setting. Though no specific predictor was
mentioned by Israel (2015) or Potter (2015), the
former still observes modest positive impacts on
students’ learning outcome resulting from the adoption
of the blended format, while the latter records grades
“significantly higher in the hybrid option than for the
traditional face-to-face format”. Despite widespread
agreement that the blended learning format produces
better learning achievement among students, other
studies have shown the exact opposite. In a
comparative study by Adams, Randall and
Traustadóttir (2015) the overall finding was that
university students following a hybrid introductory
course in microbiology were less successful than their
peers following the same course in a F2F version. Less
interaction with the material or a sense of isolation
arising from less class attendance were counted among
potential reasons for the hybrid students’ lower
success. Similar findings were mentioned in Powers et
al.’s study (2016) of students’ performance in
respectively hybrid and traditional sections of an
introductory psychology course where a significant
decrease in exam grades throughout the semester was
observed for students in the hybrid section. A
suggested reason for this negative difference in
achievement for students following the hybrid program
was that these students had to deal with difficult
concepts independently and without sufficient explicit
F2F teaching. In contrast, another study reached the
opposite conclusion and points to similar
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circumstances as a way of explaining. In fact, a better
academic outcome for students in a blended education
program was precisely attributed to the opportunities
given to them for working independently through
participation in student-centered asynchronous
collaborative learning activities supported by Web 2.0
media such as Facebook (Northey et al., 2015). On the
whole, the review of studies comparing F2F teaching
to online and/or blended learning reveals that no
inherent features of any of the three teaching formats
produce either better or poorer learning outcomes for
students. Rather, what leads to either was not the
format itself, but was circumstantial and context-
dependent. What one study counts as inhibiting for
students’ learning, another finds conducive to it (cf.
Powers et al., 2016; Northey et al., 2015). Therefore,
as, for instance, Ryan et al. (2016) concluded in their
comparative study of community college students in
traditional classroom-based and blended courses,
“blended learning opportunities were carefully
designed to capitalize on both technological advances
and multidisciplinary knowledge about academic
content, as well as learning and instruction” (Ryan et
al., 2016). In other words, student learning in online
and blended courses appeared not to arise from
technology alone but from the combined influence of
implementation, context, and learner characteristics as
these factors interact with technology (Ryan et al.,
2016).
Coping Mechanisms to Address the Challenges
Stress comes in different forms to an individual’s daily
life. Stress was a bio-psychosocial model that refers to
the consequence of failure of an organism to respond
adequately to mental, emotional or physical demands,
whether actual or imagined cited in Al-Sowygh,
(2013). According to Akhlaq, Amjad and Mehmood
(2010), stress was seen as a psychophysiological
process, which resulted from the interaction of the
individual with the environment and results in
disturbances caused to the physiological,
psychological and social systems, depending upon
individual characteristics and psychological processes.
The individual characteristics may include factors such
as sex, health status, heredity, and socioeconomic
background. Psychological processes refer to such
factors as attitudes, values and various personality
dimensions. (Gormathi, Kadayam, Soofia & Ahmend,
2013; William et al., 2010). For an undergraduate
student, stress may be caused by failure in academic
work, financial problems, health problems, loss of a
family member or friend and other social problems
(Hung & Care, 2011; Smith, Rosenberg, & Timothy
Haight, 2014). Such events that bring stress were
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called stressors and a sudden change in these stressors
may affect the persons’ physical or mental health.
Studies conducted on university students in the USA,
UK and Saudi Arabia revealed high academic
workload, difficulty reading textbooks, family related
problems, health related problems and financial
problems as most of the sources of students’ stress
(AlSowygh, Alfadley, Al-Saif, & Al-Wadei, 2013;
Chao, 2012; Saklofske, Austin, Mastoras, Beaton, &
Osborne, 2012). These studies used regular
undergraduate students as their study participants who
had varied background characteristics compared to
distance education studies who majority were matured
and were in the working-class group. Distance
education students do not enjoy privileges such as
access to library resources, computer laboratories,
students support services interactions with academic
counselors which make them disadvantage compared
to regular and –campus students. Other reported
studies on stress among tertiary students (Akhlaq et al.,
2010; Al-Sowygh, Alfadley, Al-Saif, & Al-Wadei,
2013; Gormathi, Kadayam,Soofia Ahmend, 2013)
have grouped stressors among university students
under a broad categories such as ‘self-efficacy beliefs’
(e.g. fear of failing a course or insecurity concerning
professional future); ‘workload’ (e.g. difficulty of class
work, overloaded course content), ‘faculty and
administration’ (e.g. lack of input into the decision-
making process of school), ‘social stressors’ (e.g.
financial responsibilities). All these studies were done
with mostly regular residential students on university
campuses; hence there was a gap to fill in the literature
as to the sources and management of stress among
distance education students in developing context.
Empirical evidence of the impact of stress on the
individual has shown that depending on the stress
coping strategies of the individual, stress could be very
harmful to a person’s physical and mental health
(Akhlaq et al., 2010; Al-Sowygh, 2013; Hung & Care,
2011; Smith et al., 2014). The effects of stress in the
literature stem from physical, psychological to
behavioral problems. Some of the physical problems
of prolonged stress were hypertension, high
cholesterol level, ulcer, arthritis and heart diseases
(Akhlaq et al., 2010; Johnson, Wasserman, Yildirim,
& Yonai, 2013; Ramos, 2011). Psychological effects
of stress could be anger, anxiety, nervous tension,
depression, boredom. Direct behavior that may
accompany high level of stress include under-eating or
over-eating, increased smoking and alcohol use, and
drug abuse (Esia-donkoh, Yelkpieri, & Esia-donkoh,
2011; Hung & Care, 2011; Ramos, 2011). The
literature furthermore documented that high levels of
stress if not controlled could result into poor academic
performance, examination malpractices and incidence
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of improper behavior among tertiary students (Rourke
et al., 2010; Soliman, 2014). Hence, stress was an
important variable to include in designing students
support services for distance education programs.
Coping strategies to reduce stress was a necessary
condition for preventing the harmful effects of
prolonged stress (William et al., 2010). Coping
strategies refer to the specific efforts that people use to
master, reduce or minimize stressful event. Coping
was multi-dimensional and involves various strategies
of which some are functional than others (Gnilka,
Chang, & Dew, 2012). Chao (2012) identifies two
important ways of managing stress; namely social
support and dysfunctional coping strategies. Social
support such as seeking support from families and
friends naturally help people to manage stress.
Dysfunctional coping strategies include: focusing on
and venting of emotions; behavioral disengagement
and mental disengagement. Supporting this view of
coping was what Lazarus and Folkman cited in (Chao,
2012) identified as problem-focused ways of managing
stress referring to attempts to engage, act on, or change
the perceived stress. The issue of social support and
coping has received considerable attention in the
literature; indeed, social support has been found to be
related to problem focused coping (Soliman, 2014).
This assertion was corroborated by Saklofske, Austin,
Mastoras, Beaton and Osborne (2012) who suggest
that relaxation, exercises, maintaining good health and
time managements were some ways of managing
stress. A study by Sideridis (2008) reveals five most
frequently used coping strategies by students;
browsing the internet, sleeping and resting, watching
TV shows or movies, and instant messaging. The
search for literature indicates there have been very
limited discussion in the literature on the sources of
distance students’ stressors and what coping strategies
they adopt to minimize the effect of stress in light of
growing number of distance education students in
most parts of the world.
Methodology
This study made use of descriptive
phenomenological method as its studies design which
targeted on investigating the lived experiences of
seasoned teachers in the implementation of
distance learning in the new normal. This present
study utilized qualitative phenomenological research
design. Polit and Beck (2012) explained that
phenomenology type of qualitative research is
employed to investigate a person’s lived experience
and uncover meanings of this experience. As cited by
Glenda Repecio
Del Rosario, Manejero and Calumag (2023), in
phenomenological studies, the researcher tries to shape
patterns and meaning relationship by establishing close
relation with participants (Creswell, 1945). Moreover,
a phenomenological research design was a study that
attempts to understand people’s perceptions,
perspectives and understanding of a particular
phenomenon (Pathak, 2017).
Participants
Included participants in this study were the 6
Proficient (Teacher I- III) public Elementary Teachers
of the District Ilog I, Division of Negros Occidental
who were having 10 to 15 years of professional
experiences in the Department of Education. They
were purposively and conveniently selected
considering the researchers’ objective of determining
the lived experiences of seasoned teachers in the
implementation of distance learning in the New
Normal.
Sampling Technique
This study utilized a purposive sampling technique. In
the case of the study, purposive sampling happened in
the selection of the teachers who were considered
proficient in the field of teaching and who met the
required standards set forth in the research study.
1. an Elementary Teacher I, Teacher II or Teacher III
in the Department of Education;
2. ten to fifteen years of teaching experience; and
3. willing to participate in the whole research process
until the research objectives will be put into
realization.
Instruments
In order to answer the objective of the study, an
interview guide through the conduct of in -depth
interview was employed to facilitate efficient and
productive gathering of responses. In- depth interview
was used in gaining access to individual’s life worlds.
Interview guides consisted of either question, topics or
a combination that run from unstructured to highly
structured (Smulowitz, 2017). In-depth interview
guide questions were prepared by the researcher. The
questions provided were consistently connected and
related to stress and experiences in the time of
pandemic and distance learning.
To establish the face or content validity of the
interview guide, it was validated by the three experts
in the field. The suggestions and comments of the
three experts was integrated in the research instrument.
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Then, an audio/video recording device was used to

gather or collect responses from the participants may it
be in oral and non-verbal cues and also, if necessary,
the researchers took notes in case the participants
refused to record or video their responses. The data
were transcribed for textual analysis, validity and
reliability of the instrument used.

Data Gathering Procedures

Prior to the actual conduct of the study,

correspondences were sent to the persons involved and
permissions were sought from proper authorities. The
researchers sent letter to the school principal to
conduct the study. Letter of consent and dissent were
given to participants stating their participation in the
study as voluntary and that they were not forced and
compelled to take participation. After which, the
researchers personally conducted interview face to
face to respondents with no internet connection and
using the Zoom for those who have connectivity.
Vernacular responses were recorded, translated and
was checked by an English teacher. After the
translation, it was sent back to the participants to
confirm if the translated responses were correct and
valid.

Analysis

This study used the Colaizzi's (1978) stated process of

phenomenological data analysis. As cited by
Sabidalas, Esparar and Peralta (2022), it showed an
active strategy to achieve the description of living Figure 1. .
experience for those people. It includes understanding
the data and identifying significant statements which
in turn were converted into formulated meanings.
Thereafter, groups of theme clusters were developed to
establish the final thematic construct.

Table 1. Steps in Colaizzi’s descriptive

phenomenological method

Figure 2. .

Result

Glenda Repecio
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After a thorough and rigorous data explication and
analysis based on the interviews conducted, the
researchers examined the categories, themes, and
findings from the product in the initial data and
narrowed analysis to arrive in one central or core
group. After cutting out redundancy, the researchers
trimmed it down into essential themes. The themes
that emerged are;
1. Teachers Preparation to Distance Learning Modality
1.1. Gathering Resources and Establishing Practices
1.2. Profiling Learners
1.3. Capacity Building for Continuous Learning and
Development
2. Challenges encountered during Preparation Stage
2.1. Complexity of Assessment
2.2. Difficulty in Instructional Delivery
2.3. Digital Device
3. Coping Mechanism to Address Challenges
3.1. Positive Well-Being
3.2. Time Management
3.3. Openness to Change
3.4. Peer Mentoring
3.5. Collaboration
The following were their statements when asked the
overarching question:
“What are your lived experiences as seasoned
teachers in the implementation of distance learning in
the new normal?
Teachers’ Preparation for Distance Learning
Modality
Gathering resources and establishing practices
Most of the participants believed that preparing the
devices and tools for teaching in the new normal
matters. Effective command in distance learning
requires a range of equipment which include
computers, laptops, webcams, and internet modem
(Brown, 2020). However, not all participants have
complete devices to facilitate teaching in distance
learning. Generally, the common devices and tools that
the participants were preparing limits only to laptops,
desktops, and pocket WIFI. In the current situation,
electronically and digitally tools were considered
essential to keep the constant communication among
students and teachers, distribute educational materials,
and access online platforms (Sadeghi, 2019).
“Preparation tools and devices required for online
teaching and learning; such as internet connections, a
laptop, and hard drive are essential” (P1).
“Regarding of technology tools and online resources,
Glenda Repecio
luckily, I have my laptop but I procured my personal
printer to be used in modular printing.” (P3).
Strategies that were often used in face-to-face classes
were not applicable in distance learning. Fear comes
along as teachers embrace technology. It has given a
sense of responsibility to adapt and explore such so
they may integrate it into their pedagogy and still
perform professional functions (Lie, 2020).
Consequently, the participants formulated
contextualization to fit in the context of the current
modality. During time of pandemic where students
learned remotely, teachers contextualized learning
based on the adversity of times, availability of
resources at home, and mastering the most essential
competencies.
“Contextual learning is an effective pedagogy in this
new normal because I believe that students are
learning more about themselves experience.” (P2).
Profiling learners
Participants shared that preparation was not limited
only to single type of online tool; it was a wide range
of option to cater the needs of learners. Teachers
addressed the different needs of the learners; thus, it
was important to know them by having assessment of
their needs and determining their demographic profiles
such as age, location, socioeconomic status, and
parents’ employment status and educational
background. Profile served as valuable tool for
effective planning. Understanding students’
demographics and background assisted teachers in
making helpful decisions on the applicability and
appropriateness of online programs (Colorado &
Eberle, 2010).
“I’m trying to provide activities and materials that
better respond to the needs and abilities of our
students.” (P3)
Capacity building for continuous learning and
development
Online distance learning adheres to the use of
technology. Participants constantly familiarized
themselves in various online learning platforms. To
equip themselves with the new normal education,
participants attended webinar sessions, watched video
tutorials, and were mentored by peers. These allowed
to widen their knowledge and developed useful skills
as they design their instructional plans. Continuous
learning provides growth and development of teachers
as professionals, making them ready and prepared in
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embracing changes in the teaching landscape.
Teachers play a significant role in improving the
quality of education; hence, capacity building of
teachers must receive top priority (Aslam, 2014).
“I can consider an online learning integration
education platforms like Google Classroom. I watch
video tutorials to learn that. Reviewing the MELCs,
constructing LEs and crafting activities, and exploring
online learning platforms helps me a lot to gain
sufficient knowledge to continue my work” (P2).
“I watch videos from some popular educational
platforms which students also have access to. (P5).
“Webinars teach us how to teach possible resources
and materials and how we can adopt to this so-called
new normal” (P6).
Challenges Encountered During Preparation Stage
Complexity of assessment
Participants cited the assessment as the biggest
challenge they faced in preparing for distance learning.
In a study, teachers worried about the equality of
assessment between distance learning and face-to-face
discussions in ensuring that the students were taking
the tests under the same conditions and situations, and
students can be able to submit equivalent written
works and other indicators of achievement of
objectives. (Kearns, 2012). Since teachers were not
trained in distance learning during their preservice
years, thinking on how to implement different
assessment strategies seems tough. Validity and
trustworthiness of students’ responses became an issue
as distance learning cannot provide real-time guidance
of teacher-facilitator when giving examinations and
making outputs. Giving personalized feedbacks for
students’ individual work and formative tests was also
relevant as it helps in directing students’ learning, but
this seems difficult especially for teachers with
roughly 60 students in one class and the internet
connection was not so good. Summative examinations
become prone also to cheating and plagiarism which
defeat the purpose of quality evaluation (Laghigna,
2020).
“Assessing student work seems difficult and value
their learning especially in ensuring honest and valid
work” (P3).
“It is far different than face –to-face classes where the
instructions are easy for me to follow.” (P6)
Difficulty in instructional delivery
Glenda Repecio
The information service can be combined with the
main service concern as participants reported having
limited knowledge and skills when it comes to
computers. This was rooted in the absence of relevant
trainings on distance learning. The Department of
Education said that only around 40 percent of the
800,000 teachers nationwide were trained for distance
learning through the Information and Communication
Technology (ICT) unit-facilitated webinar sessions,
however, Senator Francis Tolentino questioned the
preparedness of the department in conducting online
distance learning. “The figure is just about 40 percent
of the total public schools teaching population of more
than 800,000. If the 40 percent is ready, how about the
other 60 percent?” Tolentino said (Bordey, 2020).
“It is somehow difficult for instructional delivery
considering the connectivity in our area.” (P5).
“I only have limited understanding of and ability to
use online learning tools and manipulation
equipment” (P4).
Teachers announced that the implementation of the
most appropriate pedagogy to support the lesson in
online distance learning raised another problem.
Participants talked about the inquiry-based learning is
difficult as it requires guidance in the beginning
stages. Inquiry-based education was the cornerstone of
experiential learning as it provides activities which let
students use their process skills and stimulate their
curiosity. Most teachers claimed that blending the
teaching strategy with distance learning modality
should be established. Factors should be considered
such as appropriateness, adequacy, and availability of
resources. Technology supports and bridges the two
ends between policy and modality; however, it should
not overpower the design and delivery of the lessons.
Rather, teachers shall take advantage of technology but
not neglect the learning design.
“Focusing on student-centered activities using
inquiry-based learning is difficult to accomplish in
distance learning for the new normal. I am unable to
guide the students in their undertaking.” (P3).
“It is quite difficult for me to find activities for
students where they can apply learning by doing.”
(P2).
Each student entered the learning room with varied
needs, knowledge, skills, and personalities.
Participants said that designing lesson plans posed
difficulties in addressing student diversity. This makes
differentiation to make individualized lessons difficult
for teachers especially when facilitating different
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classes consisted of many learners (Pappas, 2015).
Since students worked remotely, teachers prepared
lessons fitted to their needs. Some lessons required
collaboration, while others required deep interaction
which seem a challenge in remote learning. Also, it
was even worse for struggling students who need
further support and assistance. Differentiating lessons
required materials and resources to enrich the
understanding of concepts, yet learners’ home cannot
sustain such for every facet of learning.
“When developing learning, I must ensure that it is
understandable by all types of learners. Direct
instruction can be tedious for students. That is why we
must provide different activities.” (P5).
“The teaching and learning process, as well as the
needs of the students, are ever changing and dynamic.
Teachers must be adoptable and responsive” (P6)
Digital Device
ICT was a key factor in online distance education. In
today’s digital world, ICT was not just an option, but a
rule (Cosmas & Mbwette, 2009). One participant
mentioned that financial constraint hampers the
preparation for online distance learning. There were
required specifications of mobile phones, laptops,
desktops, and other gadgets. And so, the upgrade
entails finances. Teachers do not have the most
appropriate devices to run an online distance learning
since there was no provision for additional budget.
Instruction-related challenge in online distance
learning was rooted in financial difficulties. This
hinders an effective and balanced teaching and
learning system (Musingafi, Mapuranga, Chiwanza, &
Zebron, 2015).
The learners' current situation was similar, as not all
have access to online tools and platforms. Financing
distant learning was a challenge in any developing
country, including the Philippines (Rashid &
Muhammad, 2012). The expenditures were out of
reach for the average Filipino family's budget. Though
there were low costs available, sustainability is another
concern.
“Financial consideration influences the preparations
of lessons in modules, videos and other online learning
materials since we are also considering the capacity of
our students” (P5).
Stable and fast internet connection supported the
provision of online distance learning. However, the
steady average speed in the Philippines’ as earlier this
Glenda Repecio
year was just that 26.18 Mbps which makes the
country ranked 114th in the world for mobile speeds
and 108th for fixed broadband speeds (Ookla, LLC,
2020). Teachers rely on internet for communication
and utilization, but stability and speed hinder them to
do so. The participants mentioned that unstable and
slow internet connection impede their duties and
works. Signal interruption in different geographic sites
adds up also to the situation which was out of teachers’
control. Teachers were not exception by the lagging
internet connection which would miss out essential
discussions when the internet freezes during
synchronous classes (Alvarez, 2020). The success of
any online distance learning modality heavily relied on
internet connection because a failure can detract the
entire online learning experience.
“The dependability of my internet connection is a
significant concern for me. I personally experience
lags during video conferences and when navigating
the world wide web” (P1).
“Constant communication between us, teachers and
learners has become difficult, unlike in physical
classroom where we can converse with them. Because
of internet access concerns, it may be difficult
communicate with them and ask them how are”. (P5).
“One of my issues is internet connectivity. I only have
prepaid WiFi and am concern about its functionally,
particularly during actual teaching” (P6).
Participants found difficulty in navigating digital tools
and online platforms. They were still on the early
stages to familiarize themselves with the use of
technology. ICT was found to have vital potential in
increasing students’ achievement and enriching
teachers’ skills; however, lack of training, equipment
and skill limit its success. Confidence, competence,
and accessibility have been critical ingredients to
effectively blend ICT into the teaching and learning
process (Habibu, Al Mamun, & Clement, 2012).
Acquiring the latest devices and integrating ICT into
the lesson was not enough. It must be sustained over
the long term.
“One of the challenges I discovered is the lack of
knowledge and skills in using various online learning
platforms” (P4).
“Some applications and tools are difficult to navigate,
while others like Youtube and Facebook are easier.
Guidance and training are needed” (P5)
“Understanding takes time and effort be equipped
skills needed in the new normal. My heart goes to the
older teachers who are not technology-oriented and
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still used traditional way of teaching. It would be
harder for them to cope up with this kind of
education” (P6).
Coping Mechanisms to Address the Challenges
Positive well-being
Contributes to the positive well-being of the
participants to meet the challenges of the new normal
education. Encouraging outlook, self-confidence
gained from encouragement and motivation, healthy
lifestyle, and stress reduction allowed them to continue
performing their duties and responsibilities despite the
challenges of these trying times. When teachers create
a positive environment and well-being among
themselves, it improved academic performance and
promoted social and emotional progress among
students even outside the classroom (Loveless, 2020).
“Increasing self-esteem by encouraging one another”
(P4).
“I take vitamins for my health as a stress reliever.
When I’m exhausted, I take a time to rest and pray for
God’s strength” (P3).
“Well, the only thing I have in mind now is positivity. I
continue to believe that despite of all of the current
challenges, there will always be ways to educate the
learners holistically” (P6).
Time management
Time management was essential for balancing the
responsibility of home and work. Participants stated
that time management assisted them to complete tasks
on time. This lets them to attend school duties, do
household chores, and regain energy through rest.
Establishing routines through habits and practices in a
set schedule helped them to utilize time efficiently.
Also, taking advantage of tools and technology used in
performing works like submission of outputs,
computation of scores, checking of written works and
delivery of instruction provided comfort and
convenience (Raines, 2011).
“Even though I have a lot of tasks to do, I try my
hardest to complete them on time. Even late at night, I
give students more than enough time to work with the
instructional materials. Time management is critical.”
(P6).
Openness to change
Nothing in this world was constant. Being flexible and
Glenda Repecio
adapting to changes allowed them to survive and still
succeeded. One of the participants mentioned that
teachers were involved in endless learning activities,
thus, we should be open to learn new things which
would help us grow. Flexibility and adaptability were
important qualities that every teacher must acquire.
Effective teachers can adjust, change, and modify
teaching methodologies depending on the students’
needs, availability of resources, and context of
environment. They value students’ achievement, rather
than rigid practices (Christenbury, 2011).
“It's a good thing that I'm open to new learnings and
that I'm interested in new ways including technology
tools and online resources.” (P5).
“Teachers are supposed to be constantly learning;
thus we are particularly adaptable to changing
teaching-learning processes. Every day, we learn
something new that helps us deal with the challenges
of the new normal” (P5).
Peer mentoring
Participants said peer mentoring helped to collaborate
and share best practices. They sought guidance and
support from one another when preparing learning
resources and ICT tools. Mentoring provided a strong
support system in holistic well-being and development
of educators. As teachers embrace change, peer
mentoring allowed them to build confidence and
nurture competence in the new normal. Teachers value
the support gained from one another as a beneficial
way to stay connected. And when they feel appreciated
and respected, they will render quality service through
valuable teaching (Linton, 2017).
“Seeking assistance from my co-teachers because we
are all under the same kind of pressure to produce
high-quality results. I enlist the assistance of my
colleagues in researching various computer
applications and gathering web information and
references.” (P3).
“I seek guidance from folks who are technology
professionals so that I can get more familiar with
using it into my courses” (P6).
Collaboration
Because the school cannot meet all the needs
of the teachers due to limited resources, the gaps
were continuously being filled support through
community engagement and partnership support with
stakeholders. As stipulated in the DepEd
Memorandum No. 53 s. 2020 or the Joint
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Implementing Guidelines on the 2020 Brigada
Eskwela and Oplan Balik Eswela Relative to the
COVID-19 Situation, and Adopt a-School program
under the Republic Act No. 8525, the school
strengthens partnership to support Basic Education
Learning Continuity Plan (BE-LCP). Collaboration
was a key tool in creating a meaningful learning
experience for all. Parents understand the needs of
their children, thus making them more engaged in
extending help and support, and in return, teachers
became more responsible in providing quality
instruction among its learners. In this case, everyone
was involved in designing learning opportunities.
When everyone knows their roles and responsibilities,
the implementation of learning modality becomes
organized and easy (Okai-Ugbaje, Ardzejewska, &
Imran, 2020).
“We need one another to make this new environment
easy to be accomplished. We don’t know all things; we
need everyone in the organization” (P2).
Discussion
This phenomenological research aimed to explore the
lived experiences of elementary seasoned teachers in
the District of Ilog I in the implementation of distance
learning in the new normal. Based on the findings, the
following conclusions were derived: The core theme
which was related to teachers’ preparation to distance
learning modality were obtained based on the
subthemes such as gathering resources and
establishing practices, profiling learners, and capacity
building for continuous learning and development.
Preparation helped teachers plan appropriate plan of
actions prior to the implementation of distance
learning. This managed teachers to equipped
themselves with sufficient knowledge and skills,
attending the needs and understanding the status of
learners, and acquiring relevant materials and
resources.
The core theme related to challenges encountered
during preparation stage was obtained based on the
following subthemes; complexity of assessment,
teaching difficulties due to lack of training, selecting
the appropriate pedagogy, and differentiated
instruction, and digital device brought by financial
constraint and ICT incompetence. As teachers
migrated to new normal and prepared for distance
learning, they face challenges which hindered the
success implementation of learning modality. These
challenges should be recognized and addressed to help
teachers mitigate the problems and continue their
Glenda Repecio
tasks.
Coping mechanisms to address challenges was a core
theme obtained based on the following subthemes;
positive well-being, time management, openness to
change, peer mentoring, and collaboration. Despite the
obstacles that ascended at the stage of implementation
of distance learning, teachers have ways to
overcoming it to meet the challenges of the new
normal.
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