Lived Experiences of Elementary Teachers in Modular Distance Learning: Challenges and Adaptation Strategies

Abstract

This study explored the lived experiences of elementary teachers handling Grade 2 pupils in Gandara District under modular distance learning, focusing on their challenges and coping strategies. Using a transcendental phenomenological approach, in-depth interviews were conducted with Grade 2 teachers from nine interior schools to gain insights into their experiences. The findings revealed significant challenges, including difficulties in addressing diverse learning styles, adapting teaching strategies, and ensuring student engagement. Teachers emphasized the need to tailor instructional materials to students' individual levels rather than using standardized content, highlighting the importance of differentiated instruction. Parental involvement emerged as a crucial factor in bridging learning gaps and providing additional support. The study also highlighted the emotional and professional impact on teachers, who experienced both fulfillment and exhaustion in their efforts to facilitate learning remotely. Key themes identified include the need for flexible monitoring, home visitations, early literacy support, and adaptive teaching methods. Despite the challenges, teachers remained committed and resilient, motivated by their dedication to student development. The study concludes that effective distance teaching requires a comprehensive approach that considers the challenges faced by educators, the diverse needs of students, and the crucial role of parental support. Recommendations include continuous professional development, well-prepared instructional materials, and improved monitoring systems to enhance the effectiveness of distance education in rural areas.