A Phenomenological Study on the Experiences of Public Elementary School Teachers in Crafting Self-Learning Modules (SLM) in the New Normal

Abstract

This study aimed to explore and understand the lived experiences of SLM writers in crafting Self-Learning Modules (SLM) in the New Normal in Tagum City Division. It used qualitative research design employing phenomenological approach. It comprised of fourteen beginning public elementary teachers: seven teachers for online in-depth interview (IDI) and seven teachers for online focus group discussion (FGD). This study was limited to describing and understanding the lived experiences of the participants and the data were taken from the results of IDI and FGD. For data analysis, this study employed coding and thematic analysis. For experiences, findings revealed that they lack training and knowledge on the assigned subjects experienced time constraints had hesitations, stress, and anxiety and encountered dilemma on copyright issues and social contents. Participans coped with their challenges by being resourceful in doing research asking supports from experts and colleagues using appropriate and relatable contents avoiding sensitive topics and paraphrasing and citing sources to avoid plagiarism. They also cited insights which revolved around the following themes: becoming a writer as an opportunity for professional growth provision of support for teacher-writers DepEd to select expert teachers give enough time for writing modules teacher-writers to consider learners capacity and grant of rewards and promotion. The results implied that writers should have enough trainings and seminar- workshops about SLM crafting. Also, the study would give awareness and suggestions that could be helpful for teachers, students, and DepEd authorities as well.