Mixed-Mode Instruction Amidst the Pandemic: Elementary School Teachers in Focus

Abstract

This study explored the experiences and challenges faced by elementary school teachers in implementing mixed-mode instruction amidst the pandemic. A total of ten (10) teachers from various public elementary schools in Davao del Norte. Using a phenomenological approach, the research explored their experiences, challenges, and insights regarding the mixed-mode instruction amidst the pandemic. In-depth interviews were conducted to gather qualitative data, which was analyzed using thematic analysis. The findings revealed three major themes related to the experiences of teachers in mixed-mode instruction: technological adaptation and digital competency, student engagement and learning gaps, and workload and time management struggles. Teachers faced various challenges in delivering instruction, including technological difficulties, student participation issues, and increased workload and stress. From these findings, significant insights emerged: the need for technological support and training, strategies to enhance student engagement, and better workload management. The study highlights the importance of institutional support, professional development, and policy improvements in addressing these challenges. Teachers may benefit from additional training, access to reliable technology, and administrative measures that ease their workload. These findings serve as a valuable resource for school administrators, policymakers, and future researchers in refining educational strategies for blended learning.