Abegail L. Martinez, Carmella Morcillo, Vanessa B. Niones, Helaiza S. Padayao, Misty Rose S. Pielago, Nikki R. Lubuguin, Windy I. Parañaque, Benjie S. Placencia*, Monnet M. Sigarra, Rinielle C. Montaña (Authors)
Abstract
Amid the crisis in the learning of Filipino learners, the teachers faced another yet more challenging task of teaching from a distance. Having in mind the importance of using experiences to find the solutions to existing problems, the researchers explored the Lived Experiences of Daycare Center Teachers in Laguna during the Pandemic Transition Period using the phenomenological approach to a qualitative study. Six (5) daycare center teachers participated in a series of in-depth interviews, the interviews were transcribed, and responses underwent open coding. Four major themes describing the lived experiences of daycare center teachers were formulated i.e., parents’ lack of attention in their child’s education, advantages and disadvantages in teaching face-to-face during the transition period, patience, cooperation, and preparation. It is observed that the parents’ lack of attention to their child’s education greatly contributed to the children’s learning and development. Most parents let their children use gadgets than guide them in answering their modules. Lack of learning support at home is also another factor. Parents do not have enough time to help their children with school work, which results in the parents doing their child’s activities instead of the learners. Parents also sit in with their children inside the classroom during the lessons. Daycare center teachers in Laguna during the pandemic transition period still consider conducting face-to-face classes or having teacher-student interaction as a better mode of teaching. In terms of patience, teachers had to have long patience, catch student interest, and use pictures or visual aids to get the learners’ attention.
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Keywords: Female Teacher, Breadwinner, Teaching Performance
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