A Phenomenological Study on the Lived Experiences of Teachers in South East Asia in the Time of Covid-19

Abstract

This research explored the lived experiences of teachers in Southeast Asia in the time of COVID-19. Teaching in the time of COVID-19 is a life-changing experience. The study was anchored on Crotty’s Ontological, Epistemological and Axiological theories as lens and guideposts in the conduct of the research. It employed descriptive qualitative research design specifically phenomenology. In-depth interview and thematic analysis were utilized to unveil the responses and narratives of the sixteen local and foreign teacher-participants from the ASEAN countries such as the Philippines, Myanmar, Thailand, Cambodia and Vietnam. The data obtained through an in-depth interview were video recorded via Zoom to document it in detail and the responses of the participants were then analyzed using thematic analysis. The findings revealed that the lived experiences of the teachers were stressful and exhausting, life-changing, transforming and challenging. The challenges and barriers they encountered were varied: lack of pedagogical digital competence, poor to no internet connectivity, online classroom management issues and scarcity and management of resources. Becoming more responsible and taking more initiative and getting colleague and management support were the coping mechanisms that helped the teachers overcome their challenges. Thus, the study concluded that the lived experiences of teachers in the time of COVID-19 were life-changing. The study further recommended that schools may conduct regular professional development training, check and upgrade internet connection of teachers and students, hold seminars on mental health, encourage teachers to pursue graduate studies, consider not cutting off salary and implement a Parent Support Intervention System. A Teaching-Learning Continuity (TLC) Action Plan was crafted as a support intervention to teachers in teaching in the new normal.