Elementary Classroom: Challenges of Teachers in Conducting Face-to-Face Classes

Abstract

This phenomenological study investigated elementary school teachers' experiences in the face-to-face classroom environment, focusing on their coping mechanisms and challenges. Ten teachers from the Panabo Central District, Schools Division of Panabo City, particularly in Rizal Elementary School, participated, offering insights into integrating digital and non-digital technology media. By exploring teachers' perspectives and reflections, this research aimed to deepen understanding of the post-pandemic classroom dynamics and its impact on educators and students. Findings highlighted the emergence of adaption hybrid learning environments and the importance of developing learner-centered approaches and less flexibility of instruction. Despite positive experiences, challenges, including technical knowledge and resource competence, impacted teacher self-efficacy. Insights from teachers' experiences underscored the necessity of upskilling and innovativeness of teachers. Proper integration and education on technological tools were essential for teachers to navigate the virtual classroom effectively, ultimately enhancing the overall learning experience for students. This study contributed valuable insights into adapting pedagogical practices to meet the demands of contemporary educational landscapes.