Lived Experiences of Public Elementary School Teachers in Using Modular Approach: A Phenomenology
Keywords:
Lived Experiences, Modular Approach, Public Elementary School TeachersAbstract
The educators were the one who guided and teach the learners all aspects in human life, particularly the public elementary school teachers in which all the basic and fundamental lessons were teach. However, there were inevitable circumstances that made the teaching switch its mode and this is how this research conducted all about. The study explores the lived experiences of public elementary school teachers in the selected school in Mandaue City division. This research study used a qualitative approach, applying Husserlian descriptive phenomenology. It used convenience sampling, a non-probability sampling, in choosing the informants to be the interviewees, with the self-made guide interview questionnaire through focus group discussion (FGD). The instruments used were first checked, reviewed, and validated by the three (3) experts to ensure the validity and quality of the questions formulated. The Colaizzi Phenomenological Data Analysis was applied to this study. Five (5) academic teachers were interviewed to identify factors affecting modular distribution and submission, their impacts, and modified strategies used by public elementary teachers. There are fifty-five (55) significant statements were given by the informants, three (3) formulated meanings, and eleven (11) sub-themes were created. Thematic analysis was used to analyze the responses that emerged during the study. It was revealed that the first formulated meaning discussed the lived experiences of the public elementary teachers using the modular approach. The second acquired meaning addressed the impact of modular learning on teachers. Lastly, it discussed the modified strategies used by the teachers in the modular approach. The study highlights the potential for enhancing teaching methods in public schools through the implementation of flexible systems, transparent communication, student-centered content, and effective time management. While acknowledging the strengths and weaknesses of the modular approach, it underscores the significance of valuing positive feedback from teachers, providing necessary support, acknowledging stress factors, fostering collaboration, implementing time management strategies, and regularly evaluating its efficacy.
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