Challenges and struggles of public senior high school science teachers during the new normal

Abstract

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.

Work from home, wellness, and well-being: The effects on the teachers’ individual work performance in the new normal

“…Bartkowiak et al (2022) confirmed the limitations of their study in the aspects of small research sample, the qualitative method itself did not allow for the solid generalization, in addition to its limited scope with the Polish academicians' private and public dimensions. On the other hand, Geverola et al (2022) pointed out that mixed methods of research might address the contextual limitations about the experiences of science teachers in the new normal in the areas of the practices in their preparation, teachinglearning processes, and the activities in the distance learning modality. Fute et al ( 2022) have a high level of research on the predictors of teachers' job satisfaction and the level to which they have influenced teaching satisfaction during the period of COVID-19 pandemic with 2886 Chinese teachers to examine the effects of teachers' work values on their job satisfaction through the mediating role of work engagement.…”

“…The effects of stress, pro-social values or commitment to the teaching profession, and digital competencies explained the varying impacts on teachers' individual work performance (Barkotwiak et al, 2022). Geverola et al (2022) revealed that some of the teachers suffered their wellness from struggles in keeping engaged classes. However, the commitment to teachers' vocations made them adaptable and strove to become better in conducting online education (Geverola et al, 2022).…”

“…Geverola et al (2022) revealed that some of the teachers suffered their wellness from struggles in keeping engaged classes. However, the commitment to teachers' vocations made them adaptable and strove to become better in conducting online education (Geverola et al, 2022). Pham and Phan (2021) revealed the emotional experiences of 7 English teachers in an institution in Vietnam when transitioning to online teaching as a response to the COVID-19 pandemic.…”

“…Comighud and Arevalo (2021) have similar findings that wellness alone does not affect teachers' job performance. Barkotwiak et al (2022) and Geverola et al (2022) have neutral stand and see varying impacts on performance and multiple factors like commitment by the teachers. Further, Pham and Phan (2021) and Yin et al (2016) have contrasting findings in identifying wellness as determinants.…”

Effectiveness of In-Service Training Programs: A Narrative Approach of Teachers Professional Development at Girls Secondary Level

“…To overcome the existing needs of the curriculum, teacher training is of utmost importance. In order to achieve universal literacy, teachers need to update their knowledge, skills, and experience to embrace the fourth sustainable developmental goal, i.e., quality education (Geverola, 2022).…”