NAVIGATING THE TRANSITIONARY POST-PANDEMIC EDUCATIONAL LANDSCAPE: A PHENOMENOLOGICAL STUDY OF FILIPINO TEACHERS' EXPERIENCES AND MOTIVATIONS

This study attempted to explore the unheard stories of Filipino teachers regarding their experiences and motivations during the shift from online teaching to limited face-to-face instruction in response to the demands of the New Normal. Using purposive sampling, 15 Filipino teachers participated in virtual interviews and answered Google Form surveys. The study employed a phenomenological research design and utilized Colaizzi’s seven-step method of data analysis. Findings revealed that the Online Distance Learning Modality (ODLM) encountered several challenges, including unstable internet connectivity, insufficient teaching time, low student attention and participation, lack of technical equipment (gadgets), and the influence of foreign language. Meanwhile, the Modular Distance Learning Modality (MDLM) faced issues related to students’ cognitive development, their focus on completing modules, and the creation and revision of learning materials. During the transition to limited face-to-face classes, teachers experienced additional difficulties such as heavier workloads, concerns about students' comprehensive learning, health risks, and constraints on time and mobility. Despite these challenges, their positive experiences and motivations—such as love for the profession, students’ eagerness to learn, a strong sense of mission to promote the Filipino language and literature, and the fulfillment of their dream to become teachers—encouraged them to continue teaching. The researchers believe it is essential to strengthen teachers’ motivation to boost morale and enhance dedication to the profession through policies that support the use of modern teaching technologies, provide additional compensation, and ensure physical and mental health care.