Unveiling the experience of teachers in educational parlance: The post pandemic era of Covid-19

Abstract

The COVID-19 pandemic significantly disrupted global education, compelling
educators to rapidly adapt to remote learning environments. This study
examines the experiences of higher education teachers in the Cagayan Valley,
Philippines, during this unprecedented shift. Utilizing a phenomenological
research design, ten educators were interviewed to explore the personal
and professional challenges they faced, including technological difficulties,
mental health concerns, and student engagement issues. Findings reveal that
while the abrupt transition posed substantial obstacles—such as adapting
teaching methodologies and ensuring assessment integrity—educators also
demonstrated resilience and innovation. Coping mechanisms ranged from the
adoption of blended learning strategies to increased collaboration among peers.
The study highlights the critical need for educational institutions to develop
frameworks for crisis management, ensuring better preparedness for future
disruptions. This research informs effective strategies that can enhance the
educational landscape in times of crisis, ultimately promoting a more adaptable
and resilient educational system.