Challenges and Coping Strategies of Novice Teachers in Modular Distance Learning Modality

Abstract

The study was conducted to determine the challenges and coping strategies of novice teachers in modular distance learning modality in Urbiztondo, Pangasinan. The qualitative research design particularly the phenomenological research design was used in this study. The respondents of the study were ten (10) novice teachers from Urbiztondo who were chosen purposively based on their length of service in public school specifically those with 1 to 3 years of teaching experience. The analysis used three stages in the form of data reduction, data presentation, and data conclusion. The study revealed that novice teachers’ challenges in modular distance learning modality are lack of printing materials, and supplies, time consuming, power interruption, parents not getting the modules, schedule not being followed, late submission, unanswered/unfinished modules, and unidentified answer sheets, dirty, damaged modules with torn and missing pages, academic dishonesty and difficulty validating learners’ performance. Moreover, proper time management, staying positive and asking advice or guidance from a mentor are the strategies employed by novice teachers in order to cope up with the challenges in modular distance learning modality. In addition being flexible and knowing how to adapt to changes help them cope up with the challenges encountered.