A PHENOMENOLOGICAL Inquiry into the Emotional Resilience of Teachers in Private Basic Education Amidst the Resumption of Face-To-Face CLASSES

Abstract

This study employed a qualitative method, specifically a phenomenological design, to better understand teachers' lived experiences as classes resumed in person following the pandemic. The participants in the study were teachers from RVM schools in Davao del Sur, Region XI, who were selected and qualified to participate in the in-depth interview and focus group discussion. The researcher conducted thematic analysis of the participants' responses, categorizing and coding them to identify significant themes. Four key themes emerged from teachers' lived experiences following the return to face-to-face classes after the pandemic: multiple roles as teachers, managing overwhelming tasks, dealing with student-related issues, and difficulty adjusting to the school schedule. Also, five themes emerged from the teachers' coping mechanisms for challenges they faced after class resumption: social support, emotional awareness, prioritizing tasks, establishing a good teacher-student relationship, and creative strategies. Teachers also came up with three essential insights they may share with the academe: build support systems, leverage school activities, and develop problem-solving acumen to navigate challenges.