Journey Into the Lives of Social Studies Teachers in Flexible Learning Modality

The gradual return of face-to-face classes under the Department of Education is pleasing news that teachers and parents have long awaited. This event is an answered prayer for those guardians wanting relief from the modular classes and teachers longing for relaxation from producing the self-learning modules. However, trials tested the resilience of the teachers whose problem underly from the fact that teaching is done two hours of actual contact with students per week, twice a month. This study of the lived experiences of social studies teachers in limited face-to-face classes will use qualitative phenomenology. Eight selected teachers in the District of Pilar underwent intensive one-on-one interviews with the investigator. The interview shall cover the strategies and techniques of the teachers in handling the subjects and the untold stories of experiences they encountered in dealing with the students' attitude toward their studies. From the 72 significant statements collected and analyzed, the study reveals four major education features that are highlighted: Sophist Ingenuity, Diversified Molders, Patriotic and Committed Social Catalysts, and School-Community Collaborators. The theme Sophist Ingenuity implies the skill of social studies educator to sort activities that the students love, like watching videos and even enjoying participating in classroom activities. Meanwhile, the theme Diversified Molders highlights the OCSRA Technique, which stands for Oral pre- test and post-test, Contextualization, Summarization, Remediation, and Advance lesson. Moreover, the theme Patriotic and Committed Social Catalysts explains that teacher's diversity in the field of teaching helps them focus more on the discussion, while the theme School-community Collaborators explicates that students need the help of the parents and other entities in their development as social individuals