LIVED EXPERIENCES OF PUBLIC-SCHOOL TEACHERS’ STRESS DURING THE RECALL OF IN-PERSON CLASSES: BASIS FOR A PROPOSED STRESS COPING PLAN

Abstract

The reintegration of in-person classes poses unique challenges for public-school teachers, whose experiences during this transitional period significantly contribute to the overall stress levels. Understanding the nuanced aspects of their lived experiences is crucial for developing an effective stress coping plan that addresses the specific needs and concerns arising from the recall of in-person classes. This study sought to determine the lived experiences of public-school teachers during the recall of in-person classes.  The study employed qualitative research design specifically the transcendental phenomenological approach and thematic analysis technique. The study found that public school teachers faced various challenges during in-person classes, including work overload problems, work struggles, students’ behavioral problems, and low literacy skill development. To cope with the stress caused by these challenges, teachers used differentiated instruction, and collaborative learning, and focused on their holistic wellness. A stress-coping plan has been proposed that involves developing effective teaching strategies, increasing parental engagement, and building personal and professional resilience. Promoting differentiated instruction and collaborative learning and supporting teachers’ personal and professional well-being will be taken into consideration to improve the educational experience of both teachers and students.