EMBRACING CHANGE: A COMPASSIONATE EXPLORATION OF RETIRABLE TEACHERS’ TRANSITION FROM MODULAR TO IN-PERSON CLASSES
DOI:
https://doi.org/10.46827/ejes.v12i8.6147Nøgleord:
educational management, retirable teachers, transitions, modular, in- person classes, phenomenology, PhilippinesResumé
The purpose of this qualitative research study is to understand the lived experiences of transitioning retirable teachers of Tampakan National High School, located at Poblacion, Tampakan, South Cotabato and how they deal with the transition from modular to in-person learning. Additionally, purposive sampling was used to select the participants in this study. Qualitative research design using a partly phenomenological approach was employed to analyze the research inquiry that emphasized the exploration of experiences on the phenomenon of interest of the participants. The study involved eight (8) retireable participants, selected based on the availability of retirees at the school. For the assertion of confidentiality and anonymity, participants signed informed consents. The findings show that retirable teachers of Tampakan National High School have experienced similar experiences in the difficulty of adjusting to the transitions of modular and in-person learning due to the lack of interest in learning and the scarcity of discipline of learners caused by the two-year learning gap they experienced from the COVID-19 pandemic. The participants of the study have revealed and confirmed the same response. Through this study and through the experiences of the participants in educating the learners for a long and diverse setting, it has a great impact on the teaching-learning process.
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