Navigating Change: Exploring the Challenges and Coping Strategies of Elementary Teachers in the Transition from Modular to Face-to-Face Classes

Implementing modular classes in basic education to respond to the COVID-19 pandemic offered flexibility and ensured continuous learning. However, shifting back to face-to-face classes has posed new challenges for elementary school teachers. This study explored their challenges during this shift and their coping strategies to navigate the evolving educational landscape. This study employed a qualitative descriptive design. Face-to-face interviews were conducted with nine elementary school teachers who were purposefully selected. The study performed thematic analysis to identify and analyze significant themes within the collected data. Findings revealed several key challenges teachers face in the transition, such as lack of district support, individual stressor, pupils’ poor school engagement and readjustment, health and safety concerns, and poor parental support. Despite these challenges, the findings also illuminated the coping strategies employed by elementary teachers, such as innovating teaching for better pupil engagement, reinforcement of discipline and values reorientation, and conducting remediation classes. The results give elementary school teachers a concise overview of their challenges in shifting from modular to face-to-face classes and practical coping strategies to facilitate their successful adjustment. In addition, this research provides valuable insights for educational institutions and policymakers seeking to assist elementary school teachers in navigating the transition successfully, thereby fostering an effective learning environment for learners.