Returning to Face-to-Face Classes: Teachers’ Post-pandemic Challenges and Coping Mechanisms

Abstract

This phenomenological study aimed to investigate the lived experiences of secondary school teachers during the early transition to the full implementation of face-to-face classes. This research also explored how teachers cope with the current educational challenges as they would hold back to full in-person classes. This study would be vital to the teachers and students who encounter difficulties in dealing with the post-pandemic effect on their lives from the school to their respective homes since the pandemic significantly affects education, such as the potential disruption of all the components in the learning process. Based on the results of the thematic analysis of the responses from the participants of the study, the following findings and their corresponding themes were revealed: the experiences of secondary school teachers in a post-pandemic class. Teachers' strategies in dealing with diversity were acknowledging and encouraging every student and diversifying the lesson plan. The insights drawn from the findings of the study were: the coping mechanisms considered by secondary school teachers during the transition period were observing the following themes, encouraging every student and educator support, prioritising live teacher and peer interaction and supporting social, emotional, and mental health while themes were observed during the discussion for the educational insight was able to adapt/management of the reshaping education and professional readiness. It was critical to this study to support the teachers and students in effectively delivering instruction.