Lived Experiences of Elementary Teachers in Distressed Areasduring the COVID-19 Pandemic: A Phenomenological Study
Keywords:
COVID-19, elementary teachers, phenomenology, distance learning, remote education, teacher resilience, crisis educationAbstract
The COVID-19 pandemic significantly disrupted educational systems worldwide, particularly affecting teachers assigned to geographically isolated and distressed areas. This study explored the lived experiences of elementary school teachers in remote communities of Catbalogan City during the pandemic. Employing a qualitative phenomenological research design, the study examined teachers’ challenges, adaptive strategies, and approaches to sustaining relationships with learners amid distance learning and health risks. Data were collected through semi-structured interviews with 10 purposively selected elementary teachers aged 25–54 years with teaching experience ranging from 3 to 28 years and analyzed using thematic analysis. Findings revealed five major themes: (1) emotional strain and uncertainty, (2) pedagogical adaptation to alternative learning modalities, (3) heightened health consciousness, (4) psychological and emotional challenges, and (5) strengthened teacher–student relationships. Participants shared experiences of stress, fear, and exhaustion, yet demonstrated resilience and commitment in sustaining educational continuity. Direct narratives from participants highlighted the realities of teaching in distressed communities during a global crisis. The study underscores the critical role of educators during crises and highlights the need for enhanced institutional support, mental health services, and equitable access to learning resources in remote communities.
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Articles published in the Journal of Advanced Multidisciplinary Studies (JAMS) are licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), unless otherwise stated. Authors retain copyright of their work and grant JAMS the right of first publication.
