TEACHERS IN THE NEW NORMAL: EXPLORING TEACHING STRATEGIES IN PUBLIC HIGH SCHOOLS

This phenomenological study examined the teaching strategies used by public high schools in the new normal. It explored teachers' experiences associated with their implementation using the Transcendental phenomenology approach of Edmund Husserl (1964). The findings revealed 3 emerging themes with sub-themes on each theme of the teachers' lived experiences; (1) teachers' commonly used teaching strategies such as (1.1) collaborative and interactive strategies and (1.2) online learning strategies; (2) teachers’ experiences with implementation such as (2.1) challenges faced by teachers, (2.2) classroom management, and (2.3) pedagogical approaches; and (3) differences from previous teaching strategies such as (3.1) student engagement and interaction and (3.2) flexibility and accessibility. Based on the findings, public high schools have employed various teaching strategies, including collaborative and interactive approaches, and face-to-face instruction supplemented with video lessons. The teachers' experiences associated with these strategies were largely positive, with increased student engagement and improved academic performance reported. Additionally, the study highlights the differences between the new normal teaching strategies and previous approaches, emphasizing enhanced student socialization, active participation, and technology integration. The implications of the findings include the need for professional development programs, technology integration, supportive classroom environments, continuous assessment and feedback, equity considerations, and further research.