Challenges In Blended Learning Implementation: Mathematics Teachers in Focus

This qualitative phenomenological study investigated the lived experiences of ten junior high school mathematics teachers from public secondary schools in the Nabunturan East District, Davao de Oro Division, in relation to their challenges and coping strategies in implementing blended learning. The study aimed to capture the essence of their experiences amid the new normal educational landscape. Data were gathered through in-depth interviews and a focus group discussion, and analyzed using thematic content analysis. Three major themes emerged from the data: technological access and limitations, learner motivation and participation, and teacher preparedness and workload. Teachers identified significant obstacles, including inconsistent internet access, inadequate digital resources, and unequal access to resources among learners. Student motivation and engagement fluctuated, as learners struggled with self-directed study and navigating modular and online platforms. Furthermore, teachers experienced increased workload and emotional strain due to the need for constant lesson adaptation. Despite these challenges, participants showed resilience and adaptability, promoting collegial collaboration and exploring innovative approaches to enhance student engagement. This study contributes to a deeper understanding of the significant demands placed on educators in blended learning contexts and offers recommendations for enhancing educational policy and teacher support systems.