Home⇛QSU-CTE Journal of Educational Practices and Standards⇛vol. 4 no. 1 (2023)

Challenging the New Normal: Education in the Midst of the Pandemic from the Lenses of Secondary School Teachers

Julie B. Lim-ang | Gladys G. Monchalong | Angelica Abad | Romar B. Antonio

 

Abstract:

The COVID-19 pandemic posed significant challenges for both educators and learners, disrupting traditional modes of teaching and learning. This study explores the lived experiences of secondary school teachers during this unprecedented period. Using Interpretative Phenomenological Analysis (IPA), in-depth interviews were conducted with 15 educators to uncover how they navigated the demands of remote and hybrid instruction. The analysis revealed several prominent themes: many teachers struggled to adapt to new instructional formats; while students were often described as resourceful and willing to take risks, teachers also observed a widespread decline in motivation and increased distraction due to electronic devices. Additionally, educators reported difficulties in fostering meaningful engagement, highlighting concerns such as the authenticity of student work, limited parental support, and persistent connectivity issues. These findings illuminate the multifaceted challenges of teaching in the "new normal" and emphasize the urgent need for systemic support for both teachers and students in postpandemic education.



References:

  1. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1-9.
  2. Schaffhauser, D. (2009). Which comes first—the technology or the pedagogy? The Journal, 36(8), 27-32.
  3. Norberg, A., Dzuiban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon.
  4. Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adaptation and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4-14.
  5. Chan, J. R., Himoldang, J. G., De Vera, J. L., De Borja, J. O. A. N. N. A., Marie, A., Lansangan, R. V., & Soliman, A. A. (2020). Constructivism and pedagogical practices of science teachers. IOER International Multidisciplinary Research Journal, 2(2).
  6. Burde, D., Kapit, A., Wahl, R. L., Guven, O., & Skarpeteig, M. I. (2017). Education in emergencies: A review of theory and research. Review of Educational Research, 87(3), 619-658.
  7. Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
  8. Bayod, R., & Bayod, C. (2020). Laying the groundwork for the education of children in the new normal: The case of DepEd Southern Mindanao. Eubios Journal of Asia and International Bioethics, 30(8), 443-449.
  9. Stone, C., & Springer, M. (2019). Interactivity, connectedness, and teacher presence: Engaging and retaining students online. Australian Journal of Adult Learning, 59(2), 146-169.
  10. Podolsky, A., & Darling-Hammond, L. (2019). Preparing teachers for deeper learning at Bank Street College: A case study in a living laboratory for developmentally grounded practice. Harvard Education Press.
  11. Hoshmand, L. (2005). Narratology, cultural psychology, and counseling research. Journal of Counseling Psychology, 52(2), 178-186. https://doi.org/10.1037/0022-0167.52.2.178
  12. Leung, L. (2015). Validity, reliability, and generalizability in qualitative research. Research and Audit, 4(3), 324-327. https://doi.org/10.4103/2249-4863.161306
  13. Malterud, K. (2001). Qualitative research: Standards, challenges, and guidelines. The Lancet, 358, 483-488. https://doi.org/10.1016/S0140-6736(01)05627-6
  14. Houghton, C., Murphy, K., Meehan, B., Thomas, J., Brooker, D., & Casey, D. (2016). From screening to synthesis: Using NVivo to enhance transparency in qualitative evidence synthesis. Journal of Clinical Nursing, 26, 873-881. https://doi.org/10.1111/jocn.1344
  15. Nowell, L., Norris, J., White, D., & Moules, N. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 11, 248-258. https://doi.org/10.1177/1607406917733847
  16. Hart, S., Margheri, A., Paci, F., & Sassone, V. (2020). Riskio: A serious game for cybersecurity awareness and education. Computers & Security, 95, 101927. https://doi.org/10.1016/j.cose.2020.101927
  17. Lecher, C., & Gudmundsson, S. V. (2014). Entrepreneurial orientation, firm strategy, and small firm performance. International Small Business Journal, 32(1), 36-60.
  18. Oktar-Ergur, D . (2010). The effect of personal characteristics of basic English students on their learning styles and its reflection on the teaching process.
  19. Lee, J., Lim, H., Allen, J., & Choi, G. (2021). Effect of learning attitudes and COVID-19 risk perception on poor academic performance among middle school students. Sustainability, 13(10), 5541. https://doi.org/10.3390/su13105541
  20. Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers and Education, 54(4), 927-931. https://doi.org/10.1016/j.compedu.2009.10.002
  21. Bower, H. A., & Griffin, D. (2011). Can the Epstein model of parental involvement work in a high-minority, high-poverty elementary school? A case study. Professional School Counseling, 15(2), 2156759X110150021.
  22. Bordoh, A., Eshun, I., Quarshie, A. M., Bassaw, T. K., & Kwarteng, P. (2015). Social studies teachers’ knowledge base in authentic assessment in selected senior high schools in the central region of Ghana. Journal of Social and Humanities, 1(3), 249-257.
  23. Retnawati, H., Hadi, S., & Nugraha, A. C. (2016). Vocational high school teachers’ difficulties in implementing the assessment in Curriculum 2013 in Yogyakarta Province of Indonesia. International Journal of Instruction, 9(1), 33-48.
  24. Perkins, D., & Wirth, K. (2008). Learning to learn. University of North Dakota.
  25. Glynn, S. M., Aultman, L. P., & Owens, A. M. (2005). Motivation to learn in general education programs. The Journal of General Education, 54(2), 150-170.
  26. Sheppard, A. (2009). Research section: School attendance and attainment: Poor attenders’ perceptions of schoolwork and parental involvement in their education. British Journal of Special Education, 36(2), 104-111.
  27. Goodall, J., & Harris, A. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277-287. https://doi.org/10.1080/013188002309424
  28. Mateo, J. (2020). As classes open, ‘learning crisis’ highlighted with millions of students left behind. Retrieved November 30, 2020.
  29. Alvarez Jr, A. V. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asia Journal of Distance Education, 15(1), 144-153.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic