The lived experiences of teachers on the implementation of blended learning modality

This phenomenological study aims to examine the teachers’ experiences on the implementation of blended learning modality using an interview guide questionnaire. Seven teachers were selected using purposive sampling and an individual interview was conducted to collect data from the participants. Data from the interview was analyzed thematically using the Colaizzi’s (1978) method. This study illustrated that the main challenges of teachers’ experience is lacked of exposure and readiness in the implementation of blended learning; they had experienced mixed reactions towards blended learning modality. They emphasized the struggles in time management, stress from excessive workloads, slow connectivity, and unmotivated students in blended learning instructions. They cope up with the challenges by having more patience and understanding for students who seemed uninterested in blended learning modality, integration of messenger app for educational purposes, adjustment for additional workloads as they eventually become more flexible, and conducting of home visitation for those students who experience internet connectivity issues. This study may serve as a component towards the implementation of blended learning modality among teachers, particularly in rural areas who experienced the same situation. Since blended learning modality is widely used as backup in education in case of calamity such as extreme heat inside the classroom, the results of this study provides relevant inputs to the proper planning of blended learning modality.