Experiences, Challenges, and Coping Mechanisms of Elementary Teachers in New Normal Education In Cotabato City

Abstract

The sudden shift to new normal education changed the work of elementary teachers in Cotabato City, but local evidence on their lived experiences, challenges, and ways of coping remained limited. This study explored the experiences, challenges, and coping mechanisms of elementary school teachers in the Cotabato City Division during School Year 2020–2021. It used a hermeneutic or interpretive phenomenological design and involved fourteen (14) public elementary school teachers who took part in individual interviews using open-ended guide questions. Participants described difficulty adjusting to unfamiliar teaching modes and reported problems in preparing, distributing, and retrieving modules; limited funds and materials; weak internet and communication signals; gaps in technology skills; and difficulty assessing and monitoring pupils’ learning. Teachers used modular, online, mobile, and blended approaches to maintain contact with learners and families. They also reported coping through flexibility, calmness, patience, initiative, communication with parents, support from stakeholders, and peer-teacher collaboration. Teacher-Parent Kumustahan and Bayanihan were described as useful local practices that helped improve communication and support families. Within this group, these coping practices were perceived as helpful in managing teaching demands and continuing learning during the disruption. The findings show that continuity depended on teacher adjustment as well as access to resources, communication, family support, and cooperation among schools and communities. It also shows the value of clear school guidance and timely aid for teachers during crises. The study offers a local account of teacher responses to the pandemic and may inform teacher support, school continuity plans, and preparation for future educational disruptions.