糖心原创

Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 9 (2025)

Phenomenological Exploration of English Teachers’ Experiences in Modular Distance Learning

Xandra Prias

Discipline: Education

 

Abstract:

This research paper described the lived experiences of English teachers in Modular Distance Learning. Specifically, the study tried to find out the views and experiences of English teachers in Modular Distance Learning (MDL), how the teachers face the implementation of MDL, and what intervention plan can be proposed for an effective implementation of MDL. The participants for this hermeneutical phenomenological study were eleven secondary English teachers. In-depth interviews were used to gather responses, and data were transcribed and eventually grouped into five major themes, with keywords and terms from participants supporting each theme. The five themes that emerged when identifying and describing the challenges and lived experiences of the respondents in MDL were Existential Discontent, Constraint and Lack of Control, Work-Life Balance Constraints, Mental Strain, and Physical Exhaustion. Although their responses demonstrated some differences in categories or terms that were identified, each response was still supportive of the five major themes. Key findings of this study revealed the impact of implementing MDL on the emotional, social, mental, and physical aspects of teachers.



References:

  1. Abad, M. (2021). Issues with distance learning, academic freedom persist in 2021. Retrieved on February 21, 2022, from
  2. Abrazado, J. et. al. (2021). A Transcendental Phenomenological Study on Special Education Teachers’ Use of Distance Learning Modalities In Misamis Oriental, Philippines During Covid-19 Pandemic. Retrieved on July 15, 2022, from
  3. Agaton, C. and Cueto, L. (2021). Learning at home: Parents’ lived experiences on distance learning during COVID-19 pandemic in the Philippines. Retrieved on July 15, 2022 from
  4. Agayon, A.J. et. al. (2022). Teachers in The New Normal: Challenges and Coping Mechanisms in Secondary Schools. Retrieved on July 15, 2022, from
  5. Alban, H.T. and Alieto, E. (2022). Instructional Material Development for Modular Learning: Voices from Inexperienced English Language Teachers. Retrieved on July 15, 2022, from
  6. Alhassan, A. (2015). The Perception of Head Teachers on the Instructional Performance of Teachers by Distance Learning in the Upper West Region of Ghana. Retrieved on December 21, 2020, from  
  7. Amorado, O.C. et al. (2021). New Normal Education: The Challenges Faced by Language Teachers in Modular Distance Learning Modality. Retrieved on July 12, 2022
  8. Apas, R.J. (2023). Teachers’ Lived Experiences in the New Normal: A Phenomenology. Retrieved May 15, 2024 from doi:10.5281/zenodo.8053206
  9. Aperribai, L. et al. (2020). Teacher’s Physical Activity and Mental Health During Lockdown Due to the COVID-2019 Pandemic. Retrieved on July 12, 2022, from
  10. Aviles, G. et al. (2021). Teachers’ Critical Challenges and Opportunities in Modular Distance Delivery. Retrieved on October 20, 2021, from
  11. Baloran, E. and Hernan, J. (2020). Crisis Self-Efficacy and Work Commitment of Education Workers among Public Schools during COVID-19 Pandemic. Retrieved July 27, 2022, from
  12. Besonia, B.E. and Magnate, L. (2022). Lived Experiences of Teachers, Parents, And Learners In Science Amidst Pandemic. Retrieved July 15, 2022, from
  13. Boholano, H. (2022). Modular-Distance Learning Experiences of Public School Teachers in the Philippines: A Phenomenology. Retrieved May 15, 2024 from
  14. Brown, M. (2015). Career as meaning making: A hermeneutic phenomenological study of women’s lived experience. Retrieved February 4, 2022, from
  15. Butron, V. (2021). Responsiveness, Emotions, an    d Tasks of Teachers in the New Normal of Education in the Philippines. Retrieved July 25, 2022, from
  16. Cabardo, J.R. et al. (2022). Challenges and mechanisms of teachers in the implementation of modular distance learning in the Philippines: a phenomenological study. Retrieved July 12, 2022, from
  17. Caganan, R. and Buenvinida, L. (2021). Lived Experiences of Senior High School Teachers on Distance Learning Delivery Modalities: A Basis for Curriculum Planning Model. Retrieved on February 22, 2022, from
  18. Carreon, D. B. (2021). “Teachers’ Readiness and Challenges In Modular Distance Learning”. Retrieved July 22, 2022, from
  19. Castroverde, F., & Acala, M. (2021). Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 pandemic. International Journal of Research Studies in Education, 10(8), 7-15. Retrieved July 15,2 022, from
  20. Chan, J. et al. (2021). Multigrade teachers’ experiences and learning assessments on modular remote teaching during the COVID-19 pandemic. Retrieved July 25, 2022, from
  21. Cheng, C. and Bakar, M. (n.d.). The Impact Of Using Modules in The Teaching And Learning of English In Malaysian Polytechnics: An Analysis Of The Views And Perceptions of English Language Lecturers. Retrieved on October 22, 2021 from   
  22. Chopra, G. (2022). Impact of Covid-19 on education for the underprivileged. Retrieved on April 13, 2024, from
  23. Collantes, L. et al. (2022). Perspectives, Challenges, and Opportunities: The Pandemic Teaching Experiences in Science Courses. Retrieved July 25, 2022, from
  24. Condino, R. (2021). The Lived Experiences of English Teachers in Online Distance Learning (ODL) In The New Normal. Retrieved February 22, 2022, from
  25. Corpin, C. (n.d.) English Teachers’ Perceptions of Supplemental Teaching During the Pandemic. Retrieved May 15, 2024, from
  26. Cruz, K. (2021). Distance learning struggle continues. Retrieved on February 21, 2022, from
  27. Department of Education. (2020). Adaption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in the Light of the COVID-19 Public Health Emergency. Retrieved on July 22, 2022, from
  28. Department of Education. (2023). Implementation of the Alternative Delivery Modes (ADM) in All Public Elementary and Secondary Schools. Retrieved on May 14, 2024, from
  29. Dangle, Y. R. and Sumaoang, J. D. (2020). The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools. Retrieved on July 12, 2022, from
  30. Dargo, J. and Dimas, M. (2021). Modular Distance Learning: Its Effect in The Academic Performance of Learners In The New Normal. Retrieved on May 29, 2023, from
  31. De Leon, L. (2021). Teachers Difficulties and Struggles In Modular Distance Learning Delivery: Input To BE-LCP. Retrieved on July 25, 2022, from
  32. De Pedro, C. J. and Derasin, C. V. (2022). The Development of English Modules in Senior High School: The Teachers’ Journey. Journal of Positive School Psychology. 2022, Vol.6, No.4, 2251-2264. Retrieved on July 25, 2022, from
  33. Delas Penas, J. (2022). Challenges in Modular Learning: Teaching Physical Education in the midst of COVID-19 Pandemic. Retrieved July 25, 2022, from   
  34. del Rosario, A. and Galang, C. (2021). Thriving Amidst the Pandemic: Examining the Lived Experiences of Work from Home Filipino Teachers. Retrieved on July 12, 2022, from
  35. Encinares, M. and Manga, A. (2022). Reading Comprehension Strategies Employed by English Teachers During the Covid-19 Pandemic. Retrieved on July 22, 2022, from
  36. Estrada, L.P. (2021). Are self-learning modules effective? Retrieved July 24, 2022 from
  37. Gewertz, C. (2021). Teachers’ Mental Health Has Suffered in the Pandemic. Here’s How Districts Can Help. Retrieved on July 22, 2022, from
  38. Geverola, I. J. et al. (2022). Challenges and struggles of public senior high school science teachers during the new normal. Retrieved on July 22, 2022, from
  39. Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlain approach. Retrieved July 12, 2022 from
  40. Giorgi, A. and Giorgi, B. (2003). The descriptive phenomenological psychological method. Retrieved July 11, 2024 from
  41. Guiamalon, T. S., Alon, S. A. S., & Camsa, S. U. (2021). Teachers issues and concerns on the use of modular learning modality. International E-Journal of Advances in Social Sciences, 7(20), 457-469.
  42. Hain, L. (2020). Transitions In Tumultuous Times: Teachers’ Experiences with Distance Learning Amidst The COVID-19 Pandemic. Retrieved on February 21, 2022, from
  43. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Retrieved July 21, 2023 from
  44. Hellman, A. (2016). A Hermeneutic Phenomenological Study of the Lived Experiences of Adult Female Sexual Assault Survivors. Retrieved on May 14, 2024 from
  45. Hernandez, L. (2021). Strengths and Challenges of Distance Learning Modalities in the New Normal: Basis for Intervention Program. Retrieved on July 25, 2022, from
  46. Herrera, M. and Caballes, D. (2022). Challenges of Teachers Amidst Sustained Global Health Crisis. Retrieved on July 25, 2022, from
  47. Hidalgo, M. (2022). Teachers’ Experiences in the Implementation of Modular Distance Learning. American Journal of Humanities and Social Sciences Research (AJHSSR) e-ISSN :2378-703X. Volume-6, Issue-6, pp-152-160. Retrieved on
  48. Ibañez, R. and Ocampo, D. (2010). Instructional Decision Making in Reading in the Content Areas. Education Quarterly. Vol. 68 (1). UP College of Education.
  49. Idris, F. et al. (2021). Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education. Retrieved on July 7, 2022, from
  50. iTacloban. (2021, Updated on October 2022). Modular Distance Learning in the Philippines—DepEd’s Alternative Learning Method. Retrieved on December 2021, from
  51. Jakubowski, T. D. and Sitko-Dominik, M. M. (2021). Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland. PLoS ONE 16(9): e0257252. Retrieved on July 25, 2022, from
  52. Jamon, B. E., et al. (2021). Teachers Lived Experiences In The New Normal In Philippine Public Schools: A Phenomenology. Volume 08 Issue 02. Retrieved on July 12, 2022, from
  53. Javilla, M. and Fabella, F. (2019). Lived Experiences of Mobile Teachers In Remote Schools In Antipolo City. Retrieved on November 24, 2020, from
  54. Jayani, P. (2021). Teachers’ Perception on Modular Distance Learning Approach at Mindanao State University-Sulu: Its Readiness and Challenges. Retrieved on July 25, 2022, from
  55. Kafle, N. P. (2011). Hermeneutic phenomenological research method simplified. Bodhi: An Interdisciplinary Journal, 5(1), 181–200.
  56. Kalpana, T. (2014). A Constructivist Perspective on Teaching and Learning: A Conceptual Framework. Retrieved on January 21, 2021 from
  57. Keles, M. and Ozel S. (2016). A Review of Distance Learning And Learning Management Systems. Retrieved on February 24, 2021 from
  58. Kofahi, N. and Sriniwas, N. (2004). Distance Learning: Major Issues and Challenges. Retrieved on March 21, 2021 from itdl.org/Journal/May-04/article02.htm
  59. Korolkov, A. et al. (2020). Advantages and Disadvantages of Distance Learning on Students and Teachers of the Physical Culture Faculty Opinion. Retrieved May 20, 2024 from
  60. Kuckartz, U. (2014). Qualitative Text Analysis: A Systematic Approach. Retrieved August 21, 2023 from
  61. Lagat, K. (2021). Factos Affecting Teachers’ Resiliency Amidst the COVID-19 Pandemic. Retrieved on July 25, 2022 from
  62. Langdridge, D. (2007). Phenomenological Psychology: Theory, Research and Method. Retrieved on April 12, 2024, from
  63. Lapada, A., et al. (June 2020). Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges. Vol. 19, No. 6, pp. 127-144. Retrieved on April 2, 2021 from . 
  64. Lim, E. J. (2016). Effectiveness of Modular Instruction in Word Problem Solving of BEED Students. Retrieved on December 12, 2020 from
  65. Lucero, R. et al. (2021). Teaching Amidst Pandemic: Self-Learning Modules. Retrieved on July 22, 2022, from
  66. Macaraeg, C. et. al. (2021). Modular Distance Learning Expenses of Senior High School Teachers amidst the Pandemic. Retrieved on October 20, 2021 from
  67. Magsambol, B. (2020). Is It Safe? Teachers Fear Exposure to Coronavirus in Modular Learning Set-Up. Retrieved on February 11, 2021 from
  68. Malaya, B. (2020). Modular Distance Learning: Here’s what you need to know. Retrieved on July 22, 2022, from
  69. Malipot, M. (2020). DepEd: Most students prefer ‘modular’ learning over online. Retrieved on March 14, 2021, from .
  70. Malipot, M. (2020). Teachers air problems on modular learning system. Retrieved on March 18, 2021, from
  71. Maravilla, V. et al. (2022). COVID-19 Awareness, Preparedness, and Challenges of Distance Learning Among Teachers in Ormoc City, Philippines. Retrieved on July 22, 2022, from
  72. Marcelo, F. F. (2021). Lenses and Experiences of Grade 10 English Teachers on Distance Learning Modalities: A Phenomenological Study. Volume 3 Number 2 (Year): 140-155. Retrieved on July 22, 2022, from
  73. Maulana, R. Helms-Lorenz, M., and de Grift, W. (2016). Validating a model of effective teaching behavior of pre-service teachers, Teacher and Teaching. Retrieved on April 10, 2024, from
  74. McPherson, P. (2020). A Phenomenological Exploration of Educators’ Lived Experiences and Transitions from Teacher-Centered to Student-Centered Learning. Retrieved on January 6, 2021 from
  75. Miranda, K. M. (2024). Lived Experiences of Novice Secondary School English Teachers in the Implementation of Modular Distance Learning in the Philippines. Retrieved on May 15, 2024 from
  76. Moghli, M. and Shuayb, M. (2020). Education Under Covid-19 Lockdown: Reflections from Teachers, Students & Parents. Retrieved on February 21, 2021 from
  77. Nacar, C. and Camara, J. (2021). Lived Experiences of Teachers In Implementing Modular Distance Learning In The Philippine Setting. Retrieved on February 22, 2022, from
  78. NU.edu. (2024). Challenges of Distance Learning for Teachers. Retrieved May 20, 2024 from
  79. Paykamian, B. (2021). Remote Learning Taking a Toll on Teacher Health, Morale. Retrieved on July 25, 2022, from
  80. Philstar.com. (2021). Distance Learning taking toll on teachers’ physical, mental health—poll. Retrieved May 15, 2024 from
  81. Qutoshi, S. (2018). Phenomenology: A Philosophy and Method of Inquiry. Retrieved May 14, 2024, from
  82. Rabacal, J. et al. (2020). COVID-19 Impact on the Quality of Life of Teachers: A Cross-Sectional Study. Retrieved July 22, 2022 from
  83. Reantaso, L. and Digo, G. (2022). Teachers’ Roles, Needs, and Best Practices in Modular Distance Learning Modality. Retrieved May 15, 2024 from https://ajodl.oum.edu.my/document/Previous/Volume14.N0.1_2022/03.%20Teachers'%20Roles,%20Needs.pdf
  84. Resoles, L. R. (2021). The Effects of The Distance Learning Modality on The Teaching Performance Of Educators In The Philippines. Volume 9, Issue 7, July 2021. Retrieved on July 12, 2022, from
  85. Roman, A. (2021). Experiences of Teachers on Using Modular Distance Learning (MDL) in Teaching Mathematics During the COVID-19 Pandemic. Volume 6, Issue 2,(Special Issues). Retrieved on July 12, 2022, from
  86. Safira, L. (2021). We Need to Talk 糖心原创 Teachers’ Mental Health. Retrieved on August 2, 2022, from
  87. Schaffhauser, D. (2020). Educators Feeling Stressed, Anxious, Overwhelmed and Capable. Retrieved on May 25, 2023, from
  88. Secuya, C. and Abadiano, M. (2022). Embracing the New Normal Set-Up from Modular to Face-to-Face Learning: A Grounded Theory. 2022, Vol. 6, No. 5, 8250-8264. Retrieved on March 13, 2023, from
  89. Sequeira, A. H. (2012). Self-Learning is the Future: A New Paradigm for the 21st Century. Retrieved on April 11, 2024, from
  90. Soriano, R. et al. (2022). Teaching in Tumultuous Times: Unraveling Teachers’Experiences amidst the COVID-19 Pandemic. Journal of Education, Management and Development Studies, Vol. 2 No. 1. Retrieved on July 12, 2022, from
  91. Tagudando, J. C. (2022). Teaching English: Lived experiences of elementary teachers under the new normal (Unpublished Master’s thesis). Central Philippine University, Jaro, Iloilo City.
  92. UNESCO (2020). Ensuring effective distance learning during COVID-19 disruption: guidance for teachers - UNESCO Digital Library. Retrieved on January 13, 2022, from
  93. Uyangor, N. et. al. (2013). Teachers perceptions towards modules used in vocational and technical education. Retrieved on January 5, 2021, from
  94. Viner, R. et. al. (2020). School Closure and Management Practices During Coronavirus Outbreak Including Covid19-: A rapid systematic review. Retrieved on February 21, 2021 from  .
  95. Villaruz, M. G. et al. (2022). Impact of New Normal Education to Teachers and Students in Southern Palawan, Philippines. Retrieved on July 25, 2022, from

Tools


Copyright © 2026  糖心原创 Exclusively distributed by