LIVED EXPERIENCES OF SCIENCE TEACHERS OF PANGASINAN II IN THE NEW NORMAL EDUCATION: A PHENOMENOLOGICAL STUDY

The Covid-19 pandemic brought unprecedented challenges in the sector of Philippine education. The Department of Education Basic Education Learning Continuity Plan (BE-LCP) aims to ensure the continuity of learning thus, Pangasinan Division II implemented the Printed Modular Distance Learning (MDL) for the school year 2020-2021. The primary objective of this study is to understand the lived experiences of Science Teachers of Pangasinan Division II in the new normal setting of education. Using phenomenology, this study explored the challenges in adapting the new learning modality, the implementation of Most Essential Learning Competencies (MELCs), the production, distribution, and retrieval of self-learning modules (SLMs), the implementation of the interim guidelines in the grading system in the new normal education and the priority developmental plans and needs of Science teachers. From the data gathered through interview and analysis of the documents among twenty (20) Science teachers, it revealed that emerging themes capped into the acronym SURVIVORS which unfolds the Science teachers characteristics and experiences in the new face of education. The results showed that Science teachers are service-oriented, and the stakeholders showed unwavering support of stakeholders in the new learning modality. However, majority of the teachers exclaimed that distribution and retrieval of modules is the primary problem that arise from the different schools. Science teachers cope with these challenges through community partnerships and extending linkages that help them facilitate the distribution and retrieval of modules. In addition to that, Science teachers also acknowledged that printed modular learning should be shifted to blended learning as a modality in delivering education in the succeeding years. Integrating ICT through E-learning or online asynchronous learning could supplement the learners competencies alongside with the printed modules. Also, Science teachers have common priority development needs in terms of functional and core competencies. Lastly, it is notable that Science teachers should always be flexible and adaptive in their roles of as facilitators of education.