Challenges and struggles of public senior high school science teachers during the new normal
DOI:
https://doi.org/10.37134/jrpptte.vol12.1.4.2022Keywords:
Distance learning modality, new normal, phenomenological study, qualitative research, science teacherAbstract
The rapid increase of COVID-19 has brought challenges in the delivery of basic education and forced teachers to adapt the distance learning modality. It is interesting to find out the teachers' experiences in terms of their preparation, teaching engagement, and challenges in the new normal. The study aimed to capture the lived experiences of Senior High School (SHS) science teachers in the new normal education. Specifically, it sought to (a) determine the conception of science teachers on education in the new normal, (b) describe the challenges and struggles in the new normal, and (c) unveil the coping mechanisms of science teachers in addressing the challenges and struggles. A descriptive phenomenological study based on Colaizzi’s (1978) method was utilized to describe the lived experiences of Senior High School science teachers in the new normal education and their challenges and struggles of the Science instruction. Eleven (11) participants were selected as respondents of the study using the purposive sampling technique. The study utilized two research instruments – Part A. demographic profile and Part B. interview validated by an expert on research instrumentation utilized modified Colaizzi’s seven-step method (2018) for data analysis. Three (3) major themes emerged from the analysis of the responses to the study queries: Science as a Challenging Subject, Teaching and learning in the new normal, Teaching as a Vocation. The themes derived from the analysis of responses are essential in filling the gap in the literature that sought to explore the lived experienced of teachers in the new normal.
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