Home⇛ISTRADOR: Research Journal on Education, Technology and Innovation⇛vol. 1 no. 2 (2023)

The Lived Experiences of Public-School Teachers Shifting to Alternative Learning Modalities in Response to Extreme Heat Condition: A Phenomenology Study

Volter Lopez | Coreen Denielle T. Dela Vega | Veronica Mae D. Cano | Maricris T. Lerit | Katrina F. Narnola | May G. Dela Cruz

Discipline: Education

 

Abstract:

The effects of Global warming have become immense in the past few years which caused more discomfort and health risks to students and teachers. To maintain a positive learning atmosphere, teachers needed to implement cuttingedge strategies such as remotely delivering a lesson through virtual classrooms and video conferencing during the summer heat. This study sought to provide information for a deeper understanding of the experiences of public school teachers who suddenly shift to alternative learning modalities in response to extreme heat. The phenomenological research method was utilized to investigate teachers' teaching experiences during the summer. The convenience sampling method collected data from 10 public school teachers who passed the inclusion criteria. Thematic analysis was used wherein recurring themes were drawn out from the responses to the adapted survey questionnaire. Four essential themes emerged from the thematic analysis: (1) emotional implication, (2) focus, (3) readiness, and (4) proper planning. Based on the result, shifting to alternative learning modalities in response to extreme heat conditions negatively affects their overall performance in planning, executing, and giving feedback in a class discussion. To overcome these, teachers must be wellprepared for other possible modalities; revise the academic school year calendar; and conduct further research related to this context.



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