LIVED EXPERIENCES OF THE GRADE TWO TEACHERS

IN THE FACE-TO-FACE CLASSES

SEBIE PALABRICA

A Thesis Presented to the Faculty of the Graduate School,

Central Philippines State University
in Partial Fulfillment of the
Requirements for the Degree

MASTER OF ARTS IN EDUCATION

Major in Educational Management

MAY 2023
 Chapter 1

INTRODUCTION

Background of the Study

Teachers worldwide are shocked with the types of

learners as they reopen the in-person classes (Tagare Jr.,

2023) and getting affected with the paradigm shift in

education brought by pandemic, specifically the Grade 2

teachers for School Year 2022-2023 for they have to face

grade-school pupils who were products of Modular Distant

Learning. Issues on this learning modality presented by

Anzalo (2021) were not all learners do their modules

committedly and some parents pamper their children and do

their task instead of them.

It is very devastating in the part of the teacher to

know that students are just taking modules for granted.

Teachers can only monitor their learners’ academic progress

through text messaging and phone calls, unlike, the usual

face to face classes that they can supervise and facilitate

their learning. In addition, there are parents who are the

ones answering the modules in place of their children for

different reasons.
 Some expected scenarios are the lack of in-person

interaction with peers tremendously impacts children’s

emotional and cognitive development. The missed opportunity

for immediate teacher-learner interaction on the lessons

delays competency development of the learner and has serious

impact on quality learning. Children’s ability to read,

write and do basic mathematics suffer, and the skills they

need to thrive in the 21st century economy have been

diminished (Wakui et al., 2021).

With this, teachers have to again encounter students

who are demotivated to go to face-to-face classes,

misbehaving and doing inappropriate learning actions,

classroom settings which need to be modified to follow

standard health protocols, teaching strategies and learning

activities need to be retrofitted, teachers' and students'

performances are affected by the protective gear they have

to wear all the time, and there is a worry that COVID may

surge again (Desabayla, 2023).

Hence, the researcher, as a public school elementary

teacher, wants to explore the hardships and the coping

mechanisms, and inspirations of the Grade 2 teachers in the

inface classes. This is the reason why this study is

proposed.
Objectives of the Study

This study aims to explore the lived experiences of the

Grade Two teachers in the inface classes.

Specifically, this seeks answer to the following

questions:

1. What are the challenges of the Grade Two teachers in

the face-to-face classes?

2. What are the coping mechanisms of the Grade two

teachers in facing the challenges?

3. What are the inspirations of the Grade two teachers

in handling face-to-face classes?

Significance of the Study

The results of this study may be of great significance

to the following endeavors.

School Administrators. The results of this study may

provide a strong basis for the decision-making concerning

this issue and for the welfare of the concerned teachers and

pupils.

Teachers. This may help the teachers to reflect and

learn new techniques on how wisely to the new normal way of

dealing with the pupils in school.

 Parents. Stronger relationships and partnerships may be

achieved as a result of this new advocacy of the teachers in

school.

Researchers. This may ignite more the burning

enthusiasm of the researcher to be inspired more in doing

heh job as a teacher. Further, this may give her a

meaningful book to read during her retirement days as to how

she was able to face some of the unsung heroes after the

pandemic.

Scope and Limitations

This study only limits on interviewing the ten (10)

Grade Two teachers from the District of Cauayan 1, Cauayan,

Negros Occidental for School Year 2022-2023.

It is the objective of the interview to explore on

their lived experiences since they are the ones to encounter

pupils who will first attend the elementary grades in face-

to-face classes. Unlike the previous Grade Two pupils who

already attended the old normal schooling, the researcher

foresees problems in both intelligence, behaviors, skills

that may bring challenges to the teachers concerned. It is

also the aim of this study to discover and explore the

coping mechanisms of these teachers as well as their

inspirations to survive.

Researcher-made validated interview will be used in the

study.

Definition of Terms

For better understanding of this study, the following

terms are defined.

Challenges. They are the obstructing elements in doing

or accomplishing something (Soriano, 2023).

In this study, it is the term used to address the

problem that the participants may encounter in dealing with

the Grade Two pupils.

Coping Mechanisms. They are the strategies people often

use in the face of stress and/or trauma to help manage

painful or difficult emotions (Henry et al., 2023).

In this study, it refers to the self-healing strategies

of the Grader Two teachers as they encounter problems in

facing pupils who first attend face-to-face classes.

 Face-to-face. They are classes conducted inside the

classroom with the physical appearance of both the teacher

and the students inside the classroom. Also, it is a new

classroom setting that is presently taking place right after

the pandemic (Kalis, 2023).

In this study, they are the in-face classes which have

started after the pandemic and continues up to the present

in which the Grade Two teachers has to encounter and face

pupils who were the products of modular learning.

Grade Two Teachers. They are the Elementary school

teachers and early education providers who primarily teach

children in the second grades of the K to 12 Basic Education

Curriculum (Little & Gragson, 2023).

In this study, they are the group of teachers whose

lived experiences will be explored through an interview to

identify their hardships, experiences, and coping

mechanisms.

Inspirations. It is the motivating element of someone

in doing something (Chang, 2023).

Operationally, they refer to the persons and goals that

keep the participants motivated amidst challenging teaching

situations.
 Lived Experiences. It is a depiction of a person's

experiences and decisions, as well as the knowledge gained

from these experiences and choices. It is also used when

describing a type of qualitative study that includes studies

on culture and society, as well as, linguistics and

communication (Kovalenko et al., 2023).

In this study, it refers to the stories revealed by the

Grade Three teachers with regards to their adjustments in

the inface classes.

 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the previously conducted studies

related to the presently proposed study.

Effects of In-person Classes to Teachers

Because the situation was novel, anxiety-provoking

features of emergency remote teaching were highlighted,

while others faded into the background towards the start of

the epidemic (Khan et al., 2021).

Hence, Beirnes and Randles (2022) implications for

music education include exploring the stories of the lived

experiences of teachers who taught through the pandemic with

a focus on the possibilities and potentialities for profound

change mediated by technology, learner-centered pedagogy,

and creativities in practice.

In addition, Social-emotional learning (SEL) is

recommended to have been given emphasis on teachers since it

is an essential part of students’ learning journey.

Teachers’ perceptions of SEL have been associated with

teaching outcomes and the effectiveness of its

implementation in classrooms. In Ontario, SEL is a mandated

component of some curricular areas. It is important to

consider teachers’ perceptions and experiences regarding SEL

because a teacher who is confident in implementing SEL

strategies may contribute to positive social, emotional, and

academic outcomes for their students. Research findings of

Jomaa et al. (2023) reveal for the first time in the

literature elementary teachers’ perceptions and experiences

on SEL during the COVID-19 pandemic in Ontario. The benefits

and barriers of teaching SEL competencies to students were

discussed, as were the SEL strategies implemented by the

teachers and professional development received on it.

Implications for practice were also described.

Teachers’ Adjustments to In-person Classes

In the study of Marek et al. (2021), teachers found the

framework more planned, and resource efficient, while

students found it to be more engaging, enjoyable, and

motivated for learning. No face-to-face interaction, non-

experiential learning, and adaptation to newer technology

were the main barriers perceived in online practical

laboratory teaching.
 Thus, the growing demands of political and societal

bodies increase the pressure placed on teachers. The

findings of Shestunova (2022) suggest that teachers need

more administrative and collegial support, effective

educational policies, sufficient resources, and wider

community attention. The results of the study can be useful

for education stakeholders in mitigating the problems

encountered by teachers, and in shedding light on how these

levels can be accessed. The study also provides a structure

that researchers can use to classify teachers’ challenges at

the individual, organisational, municipal, and national

levels.

Furthermore, the COVID-19 pandemic has had a profound

effect on schools around the world with many forced to

suspend in-person classes. This has meant teachers have been

required to find ways to continue teaching remotely. Remote

teaching requires specific and extended skills and knowledge

from those required in the in-person classroom. The findings

indicate that the COVID-19 pandemic has been a catalyst for

teacher innovation and development. Teachers went through a

three-phase period of innovation as they responded to the

school closures and adjusted to the new digital environment.

To support their innovation, teachers engaged in both school

and teacher-initiated professional development. The findings

have theoretical implications, proposing a model to explore

innovation during times of crisis, “Phases of Innovation in

Response to Crisis Process”. They also have practical

implications, providing examples of innovations adopted by

teachers during this period of radical change (Moorhouse &

Wong, 2022).

Teachers’ Difficulties in In-person Classes

The research study of Gula (2022) aimed at assessing

the various difficulties that speech teachers had in

delivering lessons during the distance learning era. The

various phenomena and themes that emerged from the survey

were determined using a descriptive research design. The

survey was conducted to collect information about the

various characteristics and behavior of speech teachers. It

also explored the factors that influenced their decisions

and actions when it came to addressing the pandemic. The

repeated themes that emerged, include low motivation,

altered activities, unstable internet connection,

comprehension, questionable output integrity, delayed

submissions, in-person monitoring, and the system of

communicating with inactive students in online mode.

In addition, Fitzgerald et al. (2022) discovered a

series of tensions among the participants’ responses: (a)

the convenience and constraints of working from home, (b)

course planning and preparation: doing it quickly and doing

it right, (c) modelling pedagogy: what we hoped to do and

what we did, (d) engaging students in synchronous classes,

and (e) building relationships: the personal touch, just not

in person. Ultimately, participants perceived more

limitations than opportunities; however, a sense of

gratitude pervaded interviews with preservice teachers. From

our findings, we offer recommendations for future research

and practice related to online preservice teacher training;

what should be kept as we move forward and what still needs

to be improved.

Furthermore, results from the study of Smith et al.

(2023) showed, overwhelmingly, that stakeholders did not

feel included in decisions that affect their health, that

the management of COVID-19 was not well handled, and that

the experience as a whole has been negative. Faculty and

staff reported feeling devalued and expendable, having no

chance for meaningful input in how the university operates

and in the protection of their own health and safety.

Hence, the findings of Bilbao et al. (2023) show that

there is no noticeable difference in the stress levels of

teachers and school administrators. Additionally, the stress

level was linked to the challenges the teachers faced. The

degree of stress and coping strategies used by teachers and

school officials were significantly correlated.

Learning Assessment

The findings of the research of Kurniati et al. (2023)

show that teachers from elementary schools to senior high

schools use a range of online assessment tools when giving

their students online evaluations such as Google Forms,

WhatsApp, Quippier, Quizzes, and Microsoft Team. When giving

online assessments, several difficulties are encountered by

teachers at all levels, including poor internet access,

academic dishonesty, students’ discipline, and the lack of

mobile phones. Teachers have done various actions in

response to such problems. For instance, changing the

questions from objective to subjective ones, providing

internet access, encouraging students to submit their work

on time, and visiting the students at home to lend them

mobile phones to do assessments if they do not have one

In addition, the findings of Cruz et al. (2023)

contribute in furthering the discussion on how universities

value course evaluations to measure teaching effectiveness

and allocate faculty resources.

Programs and Approaches

The results of the data analysis of Sawyer (2023)

present options for re-thinking the program’s approach to

online instruction after the pandemic.

In addition, from the interview results of Ramadhanita

(2023), there were several challenges in teaching online

classes, such as lack of ICT skills, difficulty in selecting

learning material, problems to choose the appropriate

method, confusing in choosing teaching media, students’ lack

of motivation, internet connection, students’ facility,

students’ lack of English background knowledge, and

students’ assessment. It also discovered the strategies for

teaching online classes, including ICT skills training,

delivering material using visual, audio, and audio-visual

media, providing support facilities, and maintaining

communication with parents.

Furthermore, findings from the study of Casimir et al.

(2023) provide educators with information regarding

deficiencies in the learning environment and provide

recommendations for ongoing academic remedial efforts.

Additionally, this study provides important context for the

shortcomings of the COVID-19 learning environments and

highlights the need to strengthen school community

infrastructure and emergency planning.

Synthesis

Children adopts new coping methods since they find it

boring to stay at home for the long two years of the times

of pandemic. Hence, both students and teachers experienced

ambivalence and diverse changes in well-being, generated by

the flexibility, burdens, and disruptions of school-from-

home.

These significant changes altered some parts of the

educative process and delivery that partly affected the way

students adapt with the lessons and on how the teachers deal

with the students as well, including their behaviors and

assessment of their learning in the in-person classes.

In addition, teachers’ well-being and emotional

preparedness are affected with these changes. Studies

revealed that teachers experienced anxiety in the pioneering

of the in-person classes. Technology and the teachers’

limited skills on 21st century skills were some of the

variables that hinder their delivering of educational

successes.

Furthermore, teachers need more administrative and

collegial support, effective educational policies,

sufficient resources, and wider community attention. Thus,

also suggesting a structure to classify teachers’ challenges

at the individual, organizational, municipal, and national

levels.

Since, the Grade 2 teachers are the ones presently

facing and handling the elementary pupils who are products

of the Modular Distance Learning Modality, with the findings

of the previous studies, the researcher come up with an idea

of exploring the lived experiences of the Grade 2 Teachers,

including their struggles and coping mechanisms.

 Chapter III

RESEARCH METHODOLOGY

This study uses different types of methods such as;

Research Design, Participants of the study, Sampling Design,

Research Instrument, Validity and Reliability, Data

Gathering and Data Analysis.

Research Design

This study will utilize a qualitative research design

using phenomenological approach. Phenomenology as a

philosophy and a method of inquiry is not limited to an

approach to knowing, it is rather an intellectual engagement

in interpretations and meaning making that is used to

understand the lived world of human beings at a conscious

level. Phenomenological study broadens the mind, improves

the ways of thinking to see a phenomenon, and it enables to

see ahead and define researchers’ posture through

intentional study of lived experiences. The subjectivity and

personal knowledge in perceiving and interpreting it from

the research participant’s point of view has been central in

phenomenological studies. To achieve such an objective,

phenomenology could be used extensively in social sciences

(Qutoshi, 2018).

Participants of the Study

This study will be participated by ten (10) teachers

from the District of Cauayan 1, Cauayan, Negros Occidental

handling Grade 2 pupils for School Year 2022-2023.

Inclusion Criteria

The following will be the criteria of this study. The

participants must be:

 Teacher from Cauayan 1

 Still Employed

 Handling Grade 2 Pupils

 Voluntarily Participated

Sampling Design

The researchers will use purposive sampling in

selecting the participants to find the estimate information

about the population characteristics or other data which are

essential to the research study.

Purposeful sampling is widely used in qualitative

research for the identification and selection of

information-rich cases related to the phenomenon of

interest. Although there are several different purposeful

sampling strategies, criterion sampling appears to be used

most commonly in implementation research. However, combining

sampling strategies may be more appropriate to the aims of

implementation research and more consistent with recent

developments in quantitative methods (Palinkas, 2015).

Locale of the Study

The researcher will conduct her study in TILING

ELEMENTARY SCHOOL, Tiling, Cauayan, Negros Occidental, one

of the public schools in the District of Cauayan Cluster 1,

Division of Negros Occidental. Started to develop in the

year of 1961 almost 62 years since it was founded. Produce

lifelong learners that will sought to the world’s

competition and the fast growing technology and people

leading to innovation.

Research Instrument
 The researcher will gather information through an

interview questionnaire containing 3 questions.

In this study, the researcher will use written and

recorded interview in conducting the study. Written

interview is not a test and it is different from a project

or presentation. It is essentially the same thing as a live

interview except it is communicated in written form so

respondents can take their time to compose their answers

(Hoffman, 2019).

Validity and Reliability

Validity refers to how accurately a method measures

what it is intended to measure. If research has high

validity that means it produces results that correspond to

real properties, characteristics, and variations in the

physical or social world (Middleton, 2019).

According to Heckert (2019), it is important to

validate survey question measure the right thing. If things

are not measured well or there is a lot of error in the

measurement, the analysis done with those indicators would

not work out well. It might not see significant findings

when they are actually there or vice versa. Another major

benefit of validating survey question is to confirm

comparability across settings.

 In this study, the researcher will write letter of

communication to the experts in validation. Upon the

validator’s approval, the researcher will provide them the

questionnaires of this study to measure the validity of the

research questions and the accuracy of the possible response

it could provide in formulating the meaningful conclusions.

Data Gathering Procedure

In gathering the data, the researcher will ask approval

from the school Principal by sending formal communication to

ask approval for the conduct of the research. Upon the

approval of the principal, the researcher immediately asks

the consent of the participants through letter of consent.

When the participants accept to participate in the study,

the researcher immediately conducts the study using

interview and questionnaire process. The researcher will

gather and orient the participants to make sure that they

had clearly understood all the items in the questionnaires.

Treatment of Data and Methods of Analysis

Qualitative approaches are typically used to explore

new phenomena and to capture individual’s thoughts,

feelings, interpretations of meaning and process

(Lichtman’s, 2013.
 The researcher followed Lichtman’s (2013) three C’s:

coding, categorizing and identifying concepts:

 The most widely used criteria for evaluating

qualitative content analysis are those developed by Lincoln

and Guba (1985). They used the term trustworthiness. The aim

of trustworthiness in a qualitative inquiry is to support

the argument that the inquiry’s findings are “worth paying

attention to” (Lincoln & Guba, 1985). This is especially

important when using inductive content analysis as

categories are created from the raw data without a theory-

based categorization matrix. Thus, we decided to use such

traditional qualitative research terms when identifying

factors affecting the trustworthiness of data collection,

analysis, and presentation of the results of content

analysis.

Reflective Insights

In order to be not mere technicians but competent

practitioners of research, researcher should be able to

reflect in a deep way. This means they should reflect not

only on a practical act of research but also in the mental

experience which constructs the meaning about practice.

Reflection is a very important mental activity, both in

private and professional life. Learning the practice of

reflection is fundamental because it allows people to engage

into a thoughtful relationship with the world-life and thus

gain an awake stance about ones lived experience. Reflection

is a very crucial cognitive practice in the research field.

Reflexivity is largely practiced in qualitative research,

where it is use to legitimate and validate research

procedures (Mortari, 2015).

In this study, the researchers had made a reflection to

the response of the participants. In order to produce a

thoughtful insight with the bases of their experience

provided in their responses. Their responses help to provide

colors and meaning to study and as it is intended to reflect

the experience in life of the participants under on a

certain situation or condition.

Thematic Insights

Researchers conducting thematic analysis look for

recognizable reoccurring topic, ideas, or patterns (themes)

occurring within the data that provide insight into

communication. Often a researcher may conduct a thematic

analysis when investigating a phenomenon for which little

prior understanding exists. Flexible by nature, thematic

analysis may be used to uncover issues, problems,

similarities, and differences as applied to communication.

Thematic analysis may be applied to single texts, a

collection of similar texts or a variety of texts regarding

a similar phenomenon or time period. Thematic analysis

provides a comprehensive understanding of an overall

experience of a communication event, series of interactions,

or messages within a variety of communication contexts.

Themes work together providing a fuller picture of the

communication experience (Allen, 2017).

In making thematic insights, the researcher had tallied

all the themes provided of the participants from their

responds. Themes are defined accordingly the frequency in

the participants respond to create major themes and minor

themes. In defining themes, the researcher had selected the

highlight thoughts out of the responds of the participants.

Eidetic Insights

Eidetic (or phenomenological) psychology is a

discipline that meditates between transcendental

phenomenology and experimental psychology. It describes the

structure of experience as the noetic-noematic correlation

(Pokropski, 2020).

In making eidetic insights, the essence of the responds

of the participants were used as bases in making eidetic

intuition. Their stories were reflected to the chosen symbol

of the researcher and in making meaning and connection with

their experience. The characteristics of the chosen symbol

were reflected to the story of the participants.

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 APPENDICES

Appendix A

Interview Guide Questions

1. How are you?

2. How’s your life right now?

3. What are your challenges in the face-to-face classes as

a Grade Two teacher?

5. What are your coping mechanisms in facing these

challenges?

6. What are your inspirations in handling face-to-face

classes?

7. Do you have recommendations for all the grade two

teachers? What are these?

 Appendix B

Letter for Validation

August 07, 2023

MADELINE O. PEREZ, PhD

Master Teacher 1
Cauayan National High School
Barangay Poblacion, Cauayan, Negros Occidental

Dear Ma’am:

Greetings!

Presently, I am conducting a research study titled LIVED

EXPERIENCES OF THE GRADE TWO TEACHERS IN THE FACE-TO-FACE
CLASSES in partial fulfillment of the requirements for the
degree MASTER OF ARTS IN EDUCATION Major in Educational
Management of Central Philippines State University.

Knowing your knowledge and expertise in the field of

research, may I have the honor to request you to validate my
survey questions?

Any suggestions you will make for the improvement of this

instrument is highly accepted and appreciated.
Thank you so much.

Respectfully yours,

SEBIE B. PALABRICA
Researcher
August 07, 2023

MARIE JENNET S. AGITA, MAEd

Teacher III
Cauayan National High School
Barangay Poblacion, Cauayan, Negros Occidental

Dear Ma’am:

Greetings!

Presently, I am conducting a research study titled LIVED

EXPERIENCES OF THE GRADE TWO TEACHERS IN THE FACE-TO-FACE
CLASSES in partial fulfillment of the requirements for the
degree MASTER OF ARTS IN EDUCATION Major in Educational
Management of Central Philippines State University.

Knowing your knowledge and expertise in the field of

research, may I have the honor to request you to validate my
survey questions?

Any suggestions you will make for the improvement of this

instrument is highly accepted and appreciated.
Thank you so much.

Respectfully yours,

SEBIE B. PALABRICA
Researcher
August 07, 2023

BHEN V. VELASCO, MEd

Teacher III
Cauayan National High School
Barangay Poblacion, Cauayan, Negros Occidental

Dear Sir:

Greetings!

Presently, I am conducting a research study titled LIVED

EXPERIENCES OF THE GRADE TWO TEACHERS IN THE FACE-TO-FACE
CLASSES in partial fulfillment of the requirements for the
degree MASTER OF ARTS IN EDUCATION Major in Educational
Management of Central Philippines State University.

Knowing your knowledge and expertise in the field of

research, may I have the honor to request you to validate my
survey questions?

Any suggestions you will make for the improvement of this

instrument is highly accepted and appreciated.
Thank you so much.

Respectfully yours,

SEBIE B. PALABRICA
Researcher
 Appendix C

VALIDATION OF SURVEY INSTRUMENT

Instruction: Using the criteria developed for evaluating survey questionnaire set forth by Carter
V. Good and Douglas B. Scates, please evaluate the attached self-made survey instrument for the
proposed study.

Rating Scale. 5- Strongly Agree. 4- Agree. 3- Undecided 2- Disagree 1- Strongly

Disagree

Criteria 5 4 3 2 1 Remarks

1. The questionnaire is short enough that the respondent

respects it and it would not drain much of his/ her precious
time.
2. The questionnaire is interesting and has a face appeal such
that the respondent will be induced to respond to it and
accomplish it fully.
3. The questionnaire can obtain some depth to the response
and avoid superficial answer.
4. The items/ questions and their alternative responses are
neither too suggestive nor too unstimulating.
5. The questionnaire can elicit responses which are definite
but not mechanically forced.
6. Questions/ items are stated in such a way that the responses
will not be embarrassing to the person/s concern.

7. Questions/ items are formed in such a manner the suspicion

by the respondent to the hidden purposes in the questionnaire
is avoided.
8. The questionnaire is neither too narrow nor restrictive or
limited in its scope or philosophy.
9. The responses to the questionnaire when taken as a whole,
could answer the basic purpose for which the questionnaire is
designed and is, therefore, considered valid.
Total Average
Comments/Suggestions:
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Validator’s Signature Over Printed Name