CHALLENGES ENCOUNTERED BY TEACHERS OF FAR-FLUNG

INTEGRATED SCHOOLS IN MODULAR LEARNING

A MULTIPLE CASE STUDY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 44
Issue 1
Pages: 94-113
Document ID: 2025PEMJ4242
DOI: 10.70838/pemj.440106
Manuscript Accepted: 07-26-2025
 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Challenges Encountered by Teachers of Far-Flung Integrated Schools in Modular Learning:

A Multiple Case Study
Cyrille Callano,* Johnny S. Bantulo
For affiliations and correspondence, see the last page.
Abstract
This case study aimed to determine the challenges encountered by far-flung Integrated Schools of South Glan District
in modular learning of the academic year 2020-2021. The participants of this study were the five teachers of far-flung
integrated schools, specifically from South Glan District, Glan, Sarangani Province. The selection of the participants
used was purposive sampling. This study employed qualitative case study since the researcher went to a particular
setting of interest to collect the data and describe the natural setting of data together with the key instrument. In the
study, three main questions were formulated explore the experiences, coping mechanisms, and the insights gained by
the five participants of this study. Collectively, the experiences encountered by teachers of fur-flung area in modular
distance learning were able to formulate the following emergent themes, stressful, difficult, fulfilling, satisfied,
challenging, hardships, and grateful and overwhelmed. Moreover, the coping mechanism of teachers were able to
formulate a following themes, optimism, parental involvement, external support, balancing roles, time management,
and listening to others. Furthermore, the insights of teachers in far-flung area were able to formulate the following
emergent themes, realization, hopeful, be flexible and adaptable, open communication, importance of innovating new
strategies, effective home visitation, and positive outlook. Thus, the result of this study revealed that teachers have a
range of challenges in implementing this new learning modality to their professions in this time of pandemic. Their
personal experiences have been stated. Teachers largely emphasized how stressful it was for them to deal with the
pandemic's quick transition.
Keywords: educational management, challenges, encountered, far-flung, modular learning, case study, Philippines

Introduction
Due to the Covid-19 pandemic, many countries suspended face-to-face education to minimize social contact and prevent health risks.
As a result, online learning and module delivery were introduced as new ways of continuing education. While most schools used online
learning, schools in remote areas were limited to modular learning due to the need for internet access. Parents had to visit the school
once a week to exchange modules, and students without cell phones had to wait a week to ask questions. These changes brought
different reactions from teachers and parents new to this learning style (Adedoyin & Soykan, 2020).
Moreover, the shift to online and modular learning has made teachers unable to teach in the traditional classroom setting, leading to a
lack of direct contact with students. Parents have chosen written modules as a way of learning, making it difficult for teachers to
monitor their student's progress and ensure that they are studying their lessons. Teachers are limited to planning, collecting, and
checking modules, while some parents complete their children's tasks. Teachers provide activities to help their students achieve and
perform, but various factors, such as low socioeconomic status, make it challenging for teachers to assess their students' progress. As
a result, some students do not perform weekly tasks, and some parents need to collect their children's modules (Canonizado, 2021;
Hassan et al., 2020).
Furthermore, teachers face challenges ensuring their students' skills improve due to the shift to online and modular learning.
Additionally, teachers provide activities for students to achieve and perform. However, various factors make it difficult to monitor
student progress, including low socioeconomic status and prioritizing work over school tasks. As a result, some students need to
complete the required weekly tasks, and some parents need to collect their children's modules (De Villa & Manalo, 2020).
As a teacher in an Integrated School located in a remote and challenging area, I am part of a dedicated group of educators who go
above and beyond to reach our workstation. Our journey involves crossing rivers and climbing mountains for hours, even in difficult
weather conditions when the water levels rise above hip level. Despite these hardships, witnessing the joy on our students' faces during
school days and seeing them succeed in life through their learning makes it all worthwhile and fills us with immense pride. Our
commitment to providing quality education in such a remote setting reflects the value we place on the potential of every student. We
understand that education is a powerful tool that can transform lives, and we are determined to empower our students with knowledge
and skills to build a brighter future for themselves and their communities.
However, during the pandemic, we ensure that health standards are observed upon the retrieval of modules, thus making it time-
consuming considering the number of parents catered to each day. Upon arrival, we noticed that some modules were unanswered by
the students, and some of their reasons were a shortage of time due to errands at home, the level of difficulty of the topic, and the lack
of guidance. These are some of the challenges encountered in our school; other far-flung integrated schools may have different problems
that arise. Furthermore, the modular learning experience is unique in these Geographically Isolated and Disadvantaged Areas (GIDA)
types of schools.
Callano & Bantulo 94/113
 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Understanding effective strategies to address teachers' challenges in far-flung areas during modular learning. This GP includes
exploring innovative pedagogical approaches tailored to remote regions, evaluating technological solutions to bridge the digital divide,
developing comprehensive teacher training programs specific to modular learning, and investigating collaboration and networking
opportunities among teachers. Adding these gaps can improve the overall teaching and learning experience, ensure equitable access to
quality education, and bridge the educational divide between urban and remote areas.
The challenges teachers face demand urgent attention due to their implications for educational equity, learning loss, sustainable
development, socioeconomic impact, and the establishment of resilient education systems. Swift action is needed to address these
challenges and ensure equal opportunities for students in remote regions to receive a quality education. Investing in research, resources,
and policies helps bridge educational gaps, reduce learning setbacks, support development, and build sustainable systems that ensure
learning for all, regardless of location.
Literature Review
New Normal Education
As educational institutions closed on many levels, the world shifted to different learning modalities. Shifting from a new learning
experiment to another in which we can apply what is effective and what is not. Various schools did this experiment for learning to
continue and provide education to students. Educational leaders hustled to make and implement decisions on how the new system will
undergo (Bernardo, 2020; Pacheco, 2021; Wang & Siau, 2018).
Furthermore, the author stated that teachers need time to have reflective thinking and assessment since they would need to create a
uniform concrete material to address the needs of a diverse learner. They believe that [developers of Alternative Delivery Mode]
learners should be skilled with the material. It is also worth noting that it is normal for teachers to do activities and quizzes inside the
room. Since there is almost no classroom to teach about this school year, teachers had to create changes in how to guarantee that their
students will understand or learn from the topic taught (Abante et al., 2021; Rollona & Pañaresb, 2023; Saro et al., 2022).
Learning Modality. A journalist stated that instructional delivery contributes to significant challenges, as teachers said they have
limited understanding and skills regarding technology. The reason for this is the need for more training in distance learning. The
Department of Education announced that among the 800,000 teachers in the Philippines, only 40 percent undergo training for distance
learning through the Information and Communication Technology (ICT) unit-conducted webinar seminars. Nonetheless, Senator
Francis Tolentino confronted the readiness of the DepEd to conduct online distance learning. "The number is just about 40 percent of
the public school teachers' population of more than 800,000. If only 40 percent is ready, what about the 60 percent?" Tolentino stated
(Abante et al., 2021; DepEd Order No. 012 s. 2020; Hassan et al., 2020).
.Moreover, teachers at all levels are assigned to sending and answering emails daily, learners at the early stage of the educational scope
may need help understanding how email functions and learners at the high school level may seldom log in and check their school email.
Students are not being trained to extend communication with teachers on this platform. The ba s have been set higher, but student skills
and performance have yet to. Students have the feeling of having incomplete or lack of information. However, it may also be a reason
that they are not viewing their email accounts, that they need to learn proper email etiquette, or that this kind of communication is not
enough for their learning needs. Learners were not ready for this kind of learning, and getting in touch with them is challenging, and it
seems like it is not their fault (Coman et al., 2020; Guiamalon & Hariraya, 2021; Hernandez, 2021).
Additionally, the most complex challenge teachers in communication face right now is looking for the time to communicate
appropriately with their learners. GovTec article of November last year discussed that teachers are finishing their daily instruction.
They also handle communication through their system for learning management and student information, making virtual office hours
and one-on-one meetings, and receiving phone calls and emails. The percentage of communication ways has increased, but the teacher's
time stays equal. Likewi e, teachers should create additional materials for adaptive lessons. For example, they can record a video
elaborating on an idea or convert an old activity sheet to make instructions detailed enough for learners to easily perceive expectations
without asking teachers about a specific topic (Schroeder, 2021; Sullivan et al., 2019; Zamora-Antuñano et al., 2021).
On the other hand, during school closures worldwide, students in some schools continued learning by using various remote modalities:
online learning, television or radio, and paper packets, while others stopped learning. Distant e-learning refers to a learning delivery
modality in which the learning occurs between the teacher and the student, who are geographically remote during the session. Schools
in the cities are using online learning provided they have online access. Modula learning is used in schools wherein the internet is
inaccessible to continue learning. Meanwhile, schools that have access to both chose blended learning, wherein the student can face
their teachers online and be able to ask questions in real-time while still having handouts at home for them to read (Mondragón, 2022;
Rayens & Ellis, 2018; Tria, 2020).
However, the most popular type of learning modality is modular learning. Here in the Philippines, this modality is widely used by
public schools according to a survey initiated by the Department of Education (DepEd) because learning with the use of printed and
digital modules ranked as the most preferred learning method by the parents who have students are enrolled this school year (DepEd
Order No. 018 s. 2020; Galano, 2021; Olivo, 2021).

Callano & Bantulo 95/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Self-Learning Modules (SLM’s). Schools that have started module reproduction print modules that schools and divisions created as
the promised modules from the Central Office (CO) still need to be made available. Teachers were disappointed because while they
were tasked to make the activity sheets that will go with the modules, they have not received copies of these modules, making them
base the activity sheets on last year's lessons, making it more time-consuming in the preparation of modules (Ancheta, 2022; Bozkurt
& Sharma, 2020; Tohidi et al., 2019).
However, the cost of reproducing the modules is also a significant problem as schools were forced to make their way to raise funds in
so short of time. With the schools' Maintenance and Other Operating Expenses (MOOE) spent already, schools opted to solicit private
donations and maximize teachers' printers to get ready for the reproduction of modules (Bacomo et al., 2022; Du Plessis, 2020; Marshall
et al., 2020).
Furthermore, using the printed format, Self-Learning Modules (SLMs) are delivered to schools in coastal areas, far-flung provinces,
and communities without internet or electricity access. These LMs are one of the few learning delivery modalities created by DepEd
to ensure that primary education will be accessible amid the current crisis brought on by COVID-19. By using these SLMSs, teachers'
safety and health will no longer be at risk, considering SLMs are answered at home. Distribution and retrieval of SLMs are done
systematically, wherein school heads assign schedules convenient for the parents while strictly implementing health protocol while
coming to school. Teachers follow the new work arrangement in line with their duty to control the number of people in the school to
avoid overcrowding (DepEd Order No. 012 s. 2020; Natividad, 2021; San Luis, 2022).
Moreover, controlling parents coming to school is done quickly; however, submission of SLMSs could be more manageable
considering the effects of the COVID-19 pandemic on students. Missed deadlines and unanswered items on the SLMs are some things
beyond teachers' control. Students need help with the unemployment of their parents, extra caregiving, hospital jobs that scare them,
and a low internet connection, resulting in difficulties in answering the modules (Rabacal et al., 2020; Velmonte, 2020; Tagle, 2022).
Consequently, agreeing to the journal holding children's focus on the lesson is another obstacle to overcome. Knowing that learners
are just at home, toys are within easy reach of their grasp, which they think of most of the time. That is counted as one of the many
distractions for them. One thing to note is that if a teacher's face is new to the learners, and it is their first-time meeting online, the kids
will most likely feel shy and awkward (Ancheta & Ancheta, 2020; Bayod & Bayord, 2020).
Far-Flung Teachers. Teaching is one of the noblest professions, everybody said, and as great as it sounds, it also comes with a great
responsibility, especially for those who teach in far-flung areas. These so-called "far-flung" areas are the ones with the school, which
can only be accessed by traveling an hour from town, hiking more than an hour, and crossing a couple of before reaching the school.
This is the weekly routine for the teacher, which happens the whole year round. Teachers assigned in these remote areas do not only
suffer from the distance but also from the problematic terrains, expensive transportation, and the loneliness of coming home to their
families once a month (for the locals). However, dedicated teachers of these schools strive harder to give quality education to the
students despite the situation for them to have a better future (Guiamalon, 2021; Harangi-Rakos et al., 2022; Herath & Herath, 2020).
Moreover, as stated in the journal, while many teachers work from home (WFH), the fact that other problems need to be solved must
be addressed. Teachers need technologies and online connections to stay in touch with their learners so they can closely monitor their
progress weekly. They have to be always available to answer all the questions and concerns of their learners, and this means they have
to be online almost the whole day for the whole week (Collado et al., 2021; Khlaif et al., 2021; Tagle, 2022).
Furthermore, while many young teachers are ICT literate in modern apps and software, many teachers still use the computer and the
internet. However, giving up on this obstacle is not the main attribute of being a teacher. Like before, when teachers are close to the
shortage problems, they opt for initiative and resourcefulness (Paulsamy et al., 2021; Rayens & Ellis, 2018; Sumandal, 2022).
Experiences of Far-flung Teachers in Modular Learning. Modular learning, often considered a practical solution for providing
education in geographically isolated regions, presents its challenges. Literature in this domain predominantly focuses on teachers'
unique challenges in remote areas, such as limited infrastructure, resource constraints, and the difficulties associated with reaching and
engaging with students. Teachers in these regions often adapt to the specific context, demonstrating remarkable resilience and
resourcefulness in their teaching approaches (Galano, 2021; Guiamalon, 2021; Hernandez, 2021).
Similarly, these educators employ various strategies to implement modular learning effectively. This includes curriculum development
tailored to the needs of their students, innovative lesson planning techniques, and alternative assessment methods. Limited access to
technology and the internet further complicates the situation in these regions. Studies highlight how teachers address these challenges
by finding alternative methods to deliver educational content or making the most of available resources (Guiamalon & Hariraya, 2021;
Hipolito, 2022, 2020; Saro et al., 2022).
Moreover, the impact of modular learning on student engagement and learning outcomes in remote regions is another crucial area of
investigation. Researchers aim to understand whether this approach effectively meets the unique needs of far-flung students and
improves their educational experiences. Additionally, it is essential to examine the support systems available to teachers in these areas,
including professional development opportunities and mentorship programs, which play a critical role in their success (Noor et al.,
2020; Pacheco, 2021; Rabacal et al., 2020).

Callano & Bantulo 96/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Furthermore, the literature underscores the significance of community involvement and incorporating local culture into teaching
practices. Teachers in remote areas often collaborate closely with the local community to make education more relevant and meaningful
for their students. Educational policies and governance structures also play a pivotal role in shaping teachers' experiences in far-flung
areas. The presence of specific policies aimed at improving education in these regions and the influence of broader educational
governance are explored in this body of research (Sabio & Saboi, 2019; Smith, 2020; Tadesse & Muluye, 2020).
Coping the Challenges. The Filipino right to have equal access to premium education, by all means, is the country's primary concern."
This mandate from the Constitution is the driving force behind why Philippine education has pushed the delivery of K-12 education
even in the country's most far-flung areas despite the world health emergency. When the coronavirus outbreak started in the first quarter
of 2020, the pandemic changed the overall scheme of delivering instructions to learners, especially in the areas where communications
and transportation are usually unavailable. Numero's restrictions were set in all areas of the country, which led to the paralysis of
delivering instructional services to the learners. Teachers take extra care and effort and spend lots of resources to reach the learners in
remote areas (De Villa & Manalo, 2020; Guiamalon & Hariraya, 2021; Odhiambo, 2022).
Additionally, considering the feasible danger and hardships those teachers face, this research endeavor aims to investigate the
challenges experienced by those who deliver fundamental education in remote areas. The result of this study is expected to call the
immediate attention of the educational leaders for possible allocation of additional resources, specialized protection programs, and
other supplemental support programs that will capacitate, secure, and empower the teachers to become more productive and effective
in their profession (Aviles et al., 2021; Teräs et al., 2020; Tria, 2020).
On the other hand, in the local setting, delivering quality primary education in remote areas has continuously created challenges for
educators, especially now that the country is still in its battle against the pandemic. Furthermore, the content analysis study also
identified the following categories of remote learning challenges: erratic internet connectivity, a lack of learning resources, power
outages, ambiguous learning materials, overloaded lesson activities, a lack of teacher scaffolds, poor peer communication, conflicts
with home obligations, a poor learning environment, and financial issues. Conversely, remote schools are distributed on top of the
mountains, isolated villages, and islets where many learners are hungry for education. Delivering instructional materials to those areas
in this new normal is quite effortful and risky (Adedoyin & Soykan, 2020; Bozkurt & Sharma, 2020; Carbonilla et al., 2022).
Furthermore, teachers have considered these sacrifices and endeavors part of their vocation as educators. The challenges were tough
and unpredictable, and the constant struggles were real, yet the commitment to the profession was still in my heart. Thus, embracing
distance education during this pandemic is always coupled with new teacher challenges. Hence, the researcher wanted to investigate
these challenges to develop sound inferences that may boost and motivate them while performing the tasks in distant schools (Balolong,
2022; Guiamalon & Hariraya, 2021; Olson et al., 2022)
Moreover, though previous studies were already conducted related to the difficulties experienced by teachers teaching in remote areas,
there has yet to be research that focuses on the challenges experienced by the teachers in delivering the new mode of instruction to the
area during the pandemic. Thus, this study proposes to fill that gap. It stated that the conditions of far-flung schools require passionate,
brave, committed teachers to provide much-needed services (Gueta & Janer, 2021; Quejada & Orale, 2018; Velmonte, 2020).
However, border lockdowns, physical distancing orders, prohibitions on larger gatherings, insufficient funds to cover module printing
expenses, lack of internet connections, phone signals, and no available transportation to transport learning materials to assigned remote
areas are just some of the common complaints raised by teachers during this pandemic. These efficiency problems brought extra
challenges for teachers regarding how well they manage the delivery of classes amidst the global health crisis. Also, the teachers'
physical exposure in the field has seriously endangered their health (Harangi-Rákos et al., 2022; Olson et al., 2022; Pastor et al., 2022).
In addition, education is the most powerful weapon for changing the world. Arne D ncan, the former Secretary of Education of the
United States during the World Bank Human Development Forum, said that education eliminates gender inequality, reduces poverty,
creates a sustainable planet, prevents needless deaths and illness, and fosters peace. However, only some are given a chance to enjoy
this privilege. There are about 263 million children and youth who are not in school, and 759 million adults are illiterate. These
conditions have deprived them of the necessary knowledge to improve their living conditions and their children's (Ancheta, 2022;
Canonizado, 2021; Pinkerton, 2020).
Moreover, the Philippines constitution emphasized the importance of education. Article XIV, Section 1 of the 1987 Philippine
Constitution, states that the state shall protect and promote the right of all citizens to quality education at all levels and take appropriate
steps to make such education accessible to all. However, UNESCO says that less than 10% of children of primary school age (6-11
years old) in the Philippines need to be put in school. In the report by PSA, less than 2% are not attending formal school. Family
matters, financial concerns, lack of interest, hunting for work, and health conditions are the top reasons for not attending classes (ibid).
Access ability to school is only shared by about 0.9% of them (ibid), one of the lowest in the world (Aviles et al., 2021; Odhiambo,
2022; Sabio & Sabio, 2019).
The Philippine government makes schools, especially elementary level, accessible to all barangays. This initiative has resulted in about
94.5 percent of school-aged children enrolled in the elementary levels. Teachers in the Philippines' remote schools still need more
instructional materials and help to provide a high-quality basic education. Passionate and devoted teachers must deliver essential
Callano & Bantulo 97/113
 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

services in remote schools' challenging environments. This research attempted to capture the experiences of six remote primary school
teachers in Samar's southwest. The experiences of teachers in this school are similar to those of many teachers in Geographically
Isolated and Depressed Areas (GIDA) in the country. The school, its students, and the community exhibit poverty. The school needs
more teaching-learning resources (Coman et al., 2020; Javilla & Fabella, 2019; Schuiteman et al., 2020).
On the other hand, many students are slow learners, and some are non-readers. The students' families are poor; some skip meals and
cannot afford to buy school supplies for their use. Teachers must use a motorcycle to get to the school and walk kilometers across
occasionally slick/muddy terrain. Some pupils commute daily on foot to school from nearby barangays. Teachers use a portion of their
pay to purchase classroom resources to promote learning. They are also used to giving money to youngsters for food and school
materials.
Despite fulfilling experiences in serving a deprived community, teachers in this study are also looking forward to a much better
assignment in the future. Teachers or learning facilitators are key support person who is responsible for supervising/facilitating the
learning process and activities of the learner (Moghli & Shuayb, 2020; Reich et al., 2020; Tagle, 2022).
Furthermore, according to the Enhanced Basic Education Information System (EBEIS) of the Department of Education and Philippine
Statistics Authority (PSA) survey, there were 37,697 public elementary schools, and 12,225 of these were multi-grade for various
reasons such as low enrolment, and lack of teachers. Many of these schools are isolated, sparsely populated, geographically
inaccessible, or need more educational resources, making multi-grade classes the best option (ibid). Depart ent of Education database
listed 3,684 public elementary schools in Eastern Visayas, 688 of which are in Samar (DepEd Oder No. 018 s. 2020; Navarro, 2022;
Saiyad et al., 2020).
Additionally, Samar is one of the poorer provinces in the country, with communities in far-flung villages or geographically isolated
and disadvantaged areas (GIDA) as the poorest. Areas considered GIDA are still many in Samar (see Figure 1). Teachers in these areas
need to walk kilometers of rough terrain. In the Philippines, few research articles have documented the lives of teachers in GIDA areas.
Documentaries from news agencies have illustrated their ordeal to deliver services to children. These are stories of an elementary
teacher who walks 23 kilometers daily or trekking into the mountains, conducting classes anywhere available, and other challenges
(Rabacal et al., 2020; Saludar et al., 2019; Wang & Siau, 2018).
Likewise, the coronavirus disease (COVID) 2019 crisis has impacted not only the economic, psychological, and social aspects of the
world but also, notably, the educational sector to a great extent. The vi us, which first emerged in December 2019, became a pandemic,
leading to school closures and, eventually, migration to remote learning by all levels of educational institutions in the new average
education. Thus, the traditional delivery of instruction in education has transformed, and learning spaces have been reorganized. To
respond to the challenge of innovating educational delivery mechanisms in higher education, colleges, and universities across the globe
ventured into different practices such as distance education, online teaching, remote learning, blended learning, and mobile learning
(Arpilleda & Jondy, 2018; Hall et al., 2020; Lasco, 2021).
These practices can also be called emergency remote education (ERE). It is the temporary change in the delivery of instruction caused
by the sudden occurrence of a crisis. ERE does not mean going away from the traditional arrangement of the instructional process or
creating an entirely new educational system. It provides a temporary feasible alternative for education practitioners to perform
instruction and provide students with necessary instructional support. ERE is also a branch of distance education. However, this crisis
treats it as an 'option,' not an 'obligation' (Abante et al., 2021; Crompton et al., 2021; Hipolito, 2022).
Moreover, Emergency Remote Education (ERE) enables the making the most of available resources, including a wide range of
technologies that offer capabilities for remote learning. It is also emphasized that, in this case, ERE is the best term to describe education
during this interruption and is different from those distance education practices long before. Considering the current COVID-19 crisis,
the World Bank emphasized that education systems must use ERE and prepare different learning delivery modalities if needed. On the
other hand, the sudden shift in educational delivery also presents the other side of the coin for most students who were already
disadvantaged long before the pandemic (Bernardo, 2020; Du Plessis, 2022; Rollona & Pañaresb, 2023).
On a global scale, UNICEF reported that more than 1.5 billion learners of all ages are affected by school and university closures.
Shutdowns have put youth in a disproportionate state. With most consideration to providing education as a fundamental human right,
educational systems around the globe were once again challenged to produce different measures to sustain education efforts
immediately, but this does not consider giving solutions to the problems of every particular student (Herath & Herath, 2020; Reich et
al., 2020; Tadesse & Muluye, 2020).
Generally, the education system needs to be prepared and may transpire unpredicted consequences during and beyond the crisis.
Meanwhile, after the "no vaccine, no face-to-face classes" declaration by President Rodrigo Duterte in the Philippines, the Commission
on Higher Education (CHEd) issued directives to universities to start preparing for distance learning. Thus, universities across the
country are forced to close indefinitely. Classes in various universities already opened just these past few months, and remote learning
is faced with multiple challenges that later became difficult to handle for Filipino university students (Mayuni et al., 2020; Rayens &
Ellis, 2018; Reyes-Chua et al., 2020).

Callano & Bantulo 98/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Moreover, this picture complicates the fact that only some students can provide and adapt to the rapid advances of technology in today's
digital age, especially in developing countries like the Philippines, where education is plagued by problems even before the pandemic.
In the Philippine context, remote learning reveals a digital divide among Filipino students. This current situation in remote learning
may exacerbate existing inequalities and translate to online learning barriers. For example, a cross-sectional study conducted
nationwide reported that thirty-two percent (32 %) and twenty-two percent (22%) out of 3 670 Filipino medical students surveyed have
difficulties adjusting to new learning styles and do not have reliable internet access, respectively (Arpilleda & Jondy, 2018; Saiyad et
al., 2020; Toquero, 2020).
On the other hand, the most recent comprehensive study, including 31 countries, was also conducted to examine how the COVID-19
pandemic interrupted the education arena across the globe. This multicounty study significantly reported reflections, lessons learned,
and suggestions on navigating education in this time of uncertainty. With the goal of helping authorities come up with better responses
to education, this study endeavors to provide evidence in the context of a developing country regarding the difficulties experienced by
Filipino university students. If the inquiry is addressed, lessons can be drawn and may eventually open windows for relevant actions.
Thus, this study aimed to describe the difficulties in remote learning of university students in the Philippines during the COVID-19
crisis. Ensure students are engaged and can continue learning (Argarin & Argarin, 2022; Holzer et al., 2021; Sumandal, 2022).
Insights of Far-flung Teachers in Modular Learning. Modular learning is a flexible educational approach to address the unique
challenges encountered in remote or geographically isolated regions. Literature on this topic typically begins by underscoring the
multifaceted challenges confronting teachers in these remote areas, including limited access to resources, technology, and
infrastructure. Researchers have uncovered a deep dedication to providing quality education by investigating the motivations and
commitment of teachers working in such regions. Insights into teachers' adaptation and innovation strategies in far-flung areas have
been a focal point of many studies. Notably, it highlights how teachers creatively address issues related to technology and connectivity,
often using alternative methods to circumvent these barriers (Ancheta, 2022; Bacomo et al., 2022; Canonizado, 2021).
Additionally, professional development and support systems available to teachers in remote areas have also been a topic of inquiry.
Mentorship programs, professional growth opportunities, and access to teaching resources are pivotal in enhancing their effectiveness.
Furthermore, studies shed light on teachers' student-centered approaches to modular learning. Personalized instruction, differentiated
learning, and integrating local culture and community knowledge into the curriculum are strategies to engage students and make
education more culturally relevant. It examines whether modular learning meets the needs of students in remote areas and improves
their learning experiences (Gurung, 2021; Javilla & Fabella, 2019; Olivo, 2021).
Likewise, educational policies and governance structures significantly impact the experiences and insights of teachers in far-flung
areas. Researchers assess whether specific policies address the distinctive needs of these regions and influence the success of modular
learning. Lastly, emerging trends and innovative practices are explored in the literature, offering a glimpse into the evolving landscape
of education in remote areas. While these insights provide valuable knowledge, it is crucial to consult more recent research for the most
up-to-date perspectives on the experiences and perceptions of teachers in far-flung areas regarding modular learning (Holzer et al.,
2021; Marshall et al., 2020; Subaih et al., 2021).
To sum it up, the COVID-19 pandemic has provided valuable insights into the challenges teachers face and the necessary adaptations
required during times of crisis and the transition to distance learning. One crucial learning is the importance of prioritizing teacher
well-being. The pa demic exposed teachers to reduced physical activity, exhaustion, panic, and the struggle of making teaching
decisions without the usual cues from students. To ensure effective education delivery, supporting teachers' mental and physical health
is essential, recognizing their well-being as a fundamental component of successful teaching.
Experienced teachers, despite having access to various teaching tools and tactics, encountered unexpected challenges during the
transition to distance learning. Disseminating educational materials to students without internet access, determining the appropriate
pace and content of instruction, adapting to unfamiliar technology, evaluating student progress, and ensuring support for students and
their families were among the hurdles they faced. This highlights the necessity of equipping teachers with the necessary skills,
resources, and support to adapt quickly to new teaching environments and effectively navigate the complexities of distance learning.
Methodology
Research Design
In this research, the qualitative case study method was used since the researcher went to a particular setting of interest to collect the
data and describe the natural setting of data together with the vital instrument. The research techniques would be used if the purpose
of the research was to gather data, which included interview transcripts, audio recordings, field notes, diaries, personal comments,
official records, and anything that can convey the actual words or actions of the people concerned in the study (Arifin, 2018).
Furthermore, this is also the most suitable research methodology since the primary concern of the research is to understand what
challenges the teachers of far-flung areas encounter in modular learning. As researchers, we want to grasp the vital role of public
teachers in educating students in remote areas. The researcher's goal will likely be the participants' assumptions, motives, reasons,
goals, and values about the challenges of the public school teachers assigned in remote areas of the new normal. The researcher would

Callano & Bantulo 99/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

also do his best to pick up the participants' points of view as precisely as possible.
Additionally, qualitative research was a precise method for investigating and comprehending the significance individuals or groups
attribute to social or human phenomena. This type of research employs specific questions and procedures, with data typically collected
in the natural settings of participants. Qualitative data analysis progresses inductively, moving from specific observations to general
themes. It is the researcher's responsibility to interpret the meaning inherent in the gathered data. Qualitative research practitioners
embrace an inductive research approach, prioritize personal meaning, and acknowledge the importance of reporting the complexities
of a given situation or problem (Ishtiaq, 2019; Staller & Chen, 2022).
Similarly, the primary objective of qualitative research was to gain a comprehensive understanding of social phenomena within their
natural context. Rather than solely focusing on the "what," qualitative research delves into the "why" behind these phenomena. The
major interpreters of people's everyday experiences are their own perceptions and accounts.
On the other hand, a qualitative case study is a method of analysis that facilitates the examination of a phenomenon within its context
by utilizing multiple data sources. This approach involves looking at the problem from various perspectives, allowing for a
comprehensive exploration of different dimensions of the phenomenon. Additionally, case study research involves studying the human
interpretation of events or phenomena based on real-world occurrences. It delves into the participants' experiences, thoughts, and
reflections, providing a deeper understanding of the meaning they ascribe to the experiences through extensive and in-depth discussions
(Mohajan, 2018).
Moreover, the case study method is a precious research approach that enables the exploration of real-life, contemporary systems that
are limited in scope or involve multiple bounded systems. This method involves conducting extensive and meticulous data collection
from diverse sources of information, allowing the researcher to develop a comprehensive understanding of the case(s) being
investigated. The primary objective of a case study is to provide a detailed description of the case and identify significant themes that
offer valuable insights and contribute to the existing knowledge within the field (Thomas, 2021).
Furthermore, despite its widespread use, the qualitative case study method must be fully comprehended. The presence of conflicting
epistemological hypotheses and the inherent complexity of qualitative case studies make it challenging to establish scientific rigor and
validate the resulting findings. Case studies often serve a dual purpose, functioning as studies of the specific unit under examination
and representing a larger group of units. The desired conclusion of a case study can either be illustrative or confirmable. These actors
add complexity to the design of a case study, as they are inherent characteristics of the approach itself (Staller & Chen, 2022).
Likewise, the qualitative case study method equips researchers with valuable tools to thoroughly comprehend phenomena within their
specific contexts. When applied effectively, this method presents numerous benefits for scientific research, program evaluation, theory
development, and intervention creation. By employing the qualitative case study approach, researchers can delve deeply into the
intricacies of the subject under investigation, capturing the richness and complexity of real-life scenarios. Through meticulous data
collection methods, including interviews, observations, and document analysis, researchers can explore multiple dimensions of the
phenomenon, enabling a comprehensive and holistic understanding (Alam, 2021).
In this study, aside from knowing the challenges encountered by teachers of far-flung areas, the researcher tried to investigate in these
experiences various reactions to or perceptions of a particular phenomenon where he hoped to gain some insight into the participants.
Participants
The participants of this study were the five (5) teachers assigned to the far-flung integrated schools, specifically from South Glan
District, Glan, Sarangani Province. The selection of the participants used purposive sampling. The locale has seven integrated schools
in the district. At present, the locale is initiating various measures to provide learning instruction among the learners despite the pressing
situation brought on by the pandemic. The conduct of the study will be within the scope of Region XII, where the integrated schools
are located.
The researcher relied on the participants' ability to explain their experiences and answer questions about the interview. There are
varying degrees of expertise and experience in informants and participants, which may be subjective. Since his study is for teachers of
far-flung schools, the requisite permission from participants to obtain access is sought. The story and its intent are also directly told by
the participants.
This study, through in-depth interviews, was focused on open-ended questions. Given this sample's limited number of subjects, five
were interviewed in depth (IDI). It is optional to generalize the findings of the investigations to other regions of the world. In its
investigation, this research is a phenomenological study.
Inclusion Criteria. The researcher employed the purposive sampling method to select participants for the study. Specifically, the focus
was on teachers assigned to far-flung integrated schools in the South Glan District of Glan, Sarangani Province. To meet the inclusion
criteria, participants had to meet the following requirements: be male or female, reside within Sarangani Province, hold a degree in
education, possess the qualifications of a professional teacher, and be currently assigned to a far-flung area.
Exclusion Criteria. This study focuses on teachers in the far-flung South Glan District of Glan, Sarangani Province. The research will
Callano & Bantulo 100/113
 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

not include teachers who have yet to be assigned to these areas. Additionally, the study will concentrate on teachers who are actively
teaching in far-flung areas and are above the age of 25 and under 60. Retire teachers will not be part of the study population. By nar
owing the focus on teachers with relevant experience and current employment, this study aims to gain a comprehensive understanding
of the experiences, insights, and challenges faced by those directly involved in teaching in these areas.
Withdrawal Criteria. Participants were informed of their right to withdraw from the study at any point without consequence, and this
information was reiterated throughout the study. This ensured that participants were fully aware of their rights and felt comfortable
withdrawing if they were uncomfortable or unwilling to participate. They were not required to state their reason for withdrawal.
Procedure
Qualitative research interviews are attempted to understand the world from the subjects' point of view, to unfold the meaning of peoples'
experiences, and to uncover their lived world before scientific explanations. Further, qualitative research interviews unfold as an
interviewer asks the interviewee questions to gather subjective information about a particular topic or experience. (Quejada & Orale,
2018; Velmonte, 2020).
The individual doing the data collection is crucial in qualitative research. Accurate data collection is necessary to sustain research
integrity regardless of the subject of study or preferred method for defining data (qualitative, quantitative). The risk of mistakes is
decreased by choosing appropriate data-gathering tools (current, modified, or newly invented) and providing clear instructions for their
proper use.
Before conducting my study, one of my responsibilities as the researcher was approaching the organization and requesting permission.
If the organization has specific policies regarding research activities, I followed the necessary steps to ensure the study was conducted
ethically and with validity. One of my initial steps was to develop research questions that a validator would then validate. Once the
research questions were validated, I sought approval from an Ethics Research Committee (ERC) to ensure the study would be conducted
ethically. After obtaining approval from the committee, I then proceeded to seek permission from the Dean of my institution and the
Schools Division Superintendent of General Santos City, Sir Romelito G. Flores, CESO V. Once permission was granted, and I
requested the participation of individuals who were willing to take part in the study and provided them with an Informed Consent Form.
If participants approved of the study and consented to participate, I conducted interviews to gather the necessary data for the study.
With the participants interviewed face-to-face, COVID-19 protocols were observed, for instance, following established protocols
regarding mask-wearing, physical distancing, hand sanitizing, and other preventive measures.
Since the study utilized one-on-one interviews, building rapport and trust with the participants is more important than the questions in
the discussion guide. The list of questions and objectives is meaningless if the participant feels self-conscious or apprehensive
throughout the session. That is why the researcher initiated a preliminary meeting with the informants and explained the study's details,
making them understand that everything would be done with utmost confidentiality.
Then, I conducted a one-on-one interview with the participants at an agreed time and place at their convenience. A digital recorder was
used to record the interview. Their answers in the interview were transcribed after the interview process.
During the interview proper, questions were asked to the participants, followed by elucidating or probing questions. The main question
is: When public schoolteachers retire early, look specifically at the various factors or considerations that influence their decision to
early retirement and their assessment of life after retirement. Asking this grand tour question allowed the freedom to tell their stories
without constraint. To elicit specific experiences, sub-questions written in the semi-structured interview guide were also asked.
During the interview, prompt questions were used for clarification and focus. Prompt questions include when, who, where, why, how,
and what. Prompt questions were intended to lead the participant but to encourage and elicit examples and meaning about the experience
they are describing (Munhall, 1994 &Manen, 2000). Interviews were conducted at their respective homes free of interruption, like
during their free time or after their busy hours, and conducive to reflective storytelling. Each participant will be interviewed separately
at different times. The length of the interviews may or may not last for about an hour.
At the end of the interview, a leading question was asked: "Was there any experience that was not asked that you would like to share?"
In most instances, this question did not elicit any new information. All interviews were audio-recorded and transcribed verbatim by
myself and validated using member checking. Participants are assured of confidentiality, as explicated in the section of the informed
consent form for human consideration. Field notes were taken during the interview to record body language or other contributing factors
not reflected in the recording. This was done to minimize distractions to the participant.
Finally, I then transcribed the audio recordings as soon as possible after the interviews. Member checking was used as a method of
validation whereby participants read and affirmed the contents of the interview transcript by affixing their signatures. Such a validation
process signaled the trustworthiness of the data.
The interview saturation point is identified when the tenor of the answers has the same flow of thought deriving from the same
phenomenon of experiences based on the similarity of experiences revealed during the interview.

Callano & Bantulo 101/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Data Analysis
When conducting a qualitative study, researchers were trying to get as close as possible to the participants being studied to minimize
the distance between themselves and the participants). In a research project, it's important to distill the vast amount of data gathered
and express the key findings while presenting them. The approach for data analysis includes data reduction, data visualization,
conclusion, inference, and verification. It also stated that qualitative content analysis is "any qualitative material and attempts to identify
core consistencies and meanings." (Creswell, 2013).
The following steps represent the Colaizzi process for phenomenological data analysis, as cited in Hunt et al. (2020).
The first step was reading the transcript multiple times to obtain a general sense of the whole content.
The second step was extracting significant statements that pertained to the phenomenon under study. These significant statements were
recorded on a separate sheet, noting their pages and line numbers.
The third step was formulating the meanings of significant statements. For the researcher to stay as close to the phenomenon as it was
experienced, they had to "bracket" their presuppositions.
The fourth step was sorting the formulated meanings into categories, clusters of themes, and themes. Bracketing of presuppositions
was crucial to avoid any potential influence of existing theory.
The fifth step was integrating the study's findings into an exhaustive description of the phenomenon under study. The exclusive
description was presented as a narrative account. The researcher incorporated the emergent themes and theme clusters and formulated
meanings into the description to create the overall structure and to ensure that the study contained the elements of experience.
The sixth step was describing the fundamental structure of the phenomenon.
In order to compare the researcher's descriptive findings with the study participants' experiences, validation of the findings should be
obtained from the participants themselves. The researcher would ask the participants whether it captured their experience, and the
researcher might go back and modify earlier steps in the analysis in light of this feedback.
Ethical Considerations
There was a primary ethical consideration that had distinct implications for this qualitative research. These issues and concerns might
come out basically from the methodology involved in this study. The ethical challenges applicable to this research concern were the
issues of the proper operation of the study, confidentiality, and anonymity. This study followed the standards of the RMMC Ethics and
Review Committee for the guidelines of ethical consideration, particularly in addressing the population and data, such as, but not
limited to:
Voluntary Participation. The participants were allowed to participate without any plan of repercussion, reparations, or loss of benefits.
Therefore, after the study's purpose and benefits were shown to the participating person, the participant's rights to provide the body of
knowledge were carefully measured and foresighted upon. In this study, the participants were not forced to be part of the study. They
could withdraw their participation when they felt uncomfortable during the study.
Privacy and confidentiality. Participants had the right to privacy that should not be violated without informed consent to conform to
the existing Data Privacy Act 2012, an act that protects the fundamental human right to privacy. One way of observing privacy and
confidentiality in this quantitative research was to give options to the participants not to indicate their names on the survey
questionnaire. Besides, confidentiality and privacy were attained by not publishing the demographic data of the informants, such as
age, gender, occupation, employment, and disease, if there were any. Hence, their identity was kept confidential for safety purposes.
Even their responses to the items in the survey questionnaire were held and considered confidential.
Informed consent process. The goals of the research were disclosed to potential study participants, methods and benefits as
comprehensively as possible within the framework of the study. The consent of the participants was obtained, indicating that their
participation was voluntary. This was done in written form, stating all the essential details to be disclosed to the participants and how
the survey was conducted. The participants were asked to affix their signatures on the informed consent form, confirming that they
voluntarily agreed to participate in the survey. Since the participants were consenting adults, asking for parents' consent was
unnecessary. The names of the participants did not appear in the survey questionnaire, and their answers were kept confidential. The
participants were fully aware that they could withdraw at any time from participating in the study.
Furthermore, any data the researcher gathered was protected, and any information would be released through a strict informed consent
process. The participants would have a sense of control over their personal information to lessen their fear that the data or information
would be used in any other unintended manner.
Recruitment. The participants were informed of why they had become part of the study. For the participants to understand what the
study was all about, the researcher explained the purpose of the study so that they could further infer from the researcher and also view
the study's essence. Apart from the letter, the researcher gave the rationale of the study and its significance.

Callano & Bantulo 102/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Risks. Research shall be conducted only if there is an acceptable positive benefit-risk ratio. In this study, the need to protect the
participants from significant harm is equally essential. The study prioritized the welfare of the participants. Furthermore, the
participants were not harmed since their identity was held confidential. Their security and safety were of the utmost concern. As the
researcher, there was a need to ensure that the participants were physically, emotionally, and socially ready. In answering the survey
questionnaire, the researcher ensured the participants did not feel discomfort or awkward.
Benefits. This study would benefit the participants since the results would serve as an eye-opener for the DepEd officials, school
administrators, and even elementary teachers on creating programs and ways to improve their work in the school community to increase
teaching performance. This study has been conducted for a purpose: to help the public elementary teachers, most especially the learners.
Furthermore, to achieve beneficence in research, the researcher did all the aspects that would not harm the participants' lives and, thus,
would benefit from the further undertakings of the related studies. The rise of meaningful learning is the most essential to all in
achieving benefits.
Plagiarism. The study had no trace or evidence of misinterpretation of someone else's work. The study was subjected to plagiarism
detectors like Grammarly or Turnitin software. As a r searcher, there is a need to have positive character and integrity, which are
associated with moral virtues and values. The researcher must have better knowledge about the paradigm of plagiarism to have a
credible research paper.
Fabrication. The study had no indication or cue of purposive misinterpretation of what had been done. There was no deliberate drawing
of incorrect inferences or fabrication of data or results.
The researcher employed and integrated theories related to the information and other inferential concepts.
Falsification. No evidence of overstating or exaggerating was found in the study, and there was no indication that the work had been
purposely misrepresented to meet a model or theoretical expectation. Additionally, this study did not adhere to manipulating the data,
which involved formulating statements or disregarding important details, maneuvering materials, tools, or methodologies that would
mislead others.
Conflict of Interest (COI). The study had no trace of conflict of interest, for example, the disclosure of COI, which is a set of conditions
in which professional judgment concerning primary interest, such as participants' welfare or the validity of the research, tends to be
influenced by a secondary interest such as financial or academic gains or recognitions. Furthermore, the researcher had no control or
influence over the participants, forcing them to be part of the study.
Deceit. The study had no trace of misleading the participants about any possible danger. There must be humongous protection for the
rights of the participants in any study, especially since they have attained higher education, so balanced and appropriate principles shall
be adhered to.
Permission from Organization/Location. The researcher meticulously adhered to established protocols throughout this study. Upon
receiving approval signals from the panelists, the adviser, and the RMMCERC committee, the researcher initiated the formal approval
process by seeking endorsement from the school division Superintendents. This was accomplished through the submission of a carefully
drafted formal letter. Subsequently, a second formal letter was composed and directed to both the District Supervisor and the school
Principal of the participating schools, accompanied by the school's endorsed letter from the Schools Division Superintendent.
Recognizing the paramount importance of transparent communication and collaborative engagement, the researcher took additional
measures to foster a conducive environment for the study. Prior to the commencement of interviews, a comprehensive orientation
session was conducted for the public school teachers participating in the research. This session not only ensured that the teachers were
well-informed about the study's objectives and methodology but also provided a platform for open dialogue, addressing any queries or
concerns they might have had.
Results and Discussion
Table 1 presents the lived experiences, coping strategies, and insights of Participant 1—one of the teachers assigned to a far-flung
integrated school implementing modular distance learning. The table is organized into three cluster themes: Experiences, Coping
Mechanisms, and Insights, with their corresponding emergent themes.
Table 1. Experiences, Coping, and Insights Encountered by Teachers of Far-Flung Integrated Schools in Modular
Distance Learning of Participant 1
Cluster Themes Emergent Themes
Experiences
It is all about balancing work responsibilities Stressful
Overloaded with tasks
Constant pressure to multitask
The transition may be difficult at first Difficult
Challenging to adjust
Hard to find stability
Callano & Bantulo 103/113
 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

I find these things commendable Satisfied

Pleased with the outcomes
Appreciates the efforts
Coping Mechanism
intensifying my drive for teaching
establishing effective time management, Optimism
focusing on my health and having downtime
coped with it through trial and error
through listening to the mandate through experience
Parents are our primary partners Parental Involvement
Engaged parent support
Strong home-school ties
Our school head is supportive External Support
Consistent encouragement from our school head
Strong leadership presence in times of need
Insights
I realized that we should always keep up-to-date with the latest trends Be Flexible and
We must sometimes settle in our comfort zones. We need to explore, discover, learn, and Adaptable
relearn.
Help my learners to learn more Hopeful
Motivated to guide my learners toward success
Hopeful that my efforts will inspire better learning outcomes

Under Experiences, the teacher described the situation as stressful, particularly due to being overloaded with tasks and facing constant
pressure to multitask. The shift to modular distance learning was initially difficult, as it posed challenges in adjusting to new methods
and achieving work-life balance. Despite these hardships, the teacher also expressed a sense of satisfaction, recognizing commendable
outcomes and appreciating the efforts invested during the process.
In terms of Coping Mechanisms, the teacher displayed optimism by intensifying their commitment to teaching, practicing time
management, and ensuring personal well-being. They described their approach as a learning curve managed through trial and error and
aligning with institutional mandates. Another critical element was Parental Involvement, where the teacher acknowledged the role of
engaged parents as essential partners in the learning process. Furthermore, External Support in the form of consistent encouragement
and leadership from the school head served as a stabilizing and motivating factor.
For the Insights cluster, the teacher highlighted the importance of being flexible and adaptable, recognizing the need to stay current
with educational trends and embracing both comfort and exploration. They also expressed a hopeful outlook, driven by the desire to
help learners succeed and create meaningful impacts on their academic journeys.
Overall, the table reflects a balanced narrative of the challenges and growth experienced by the teacher in navigating modular distance
learning, underscoring the roles of personal drive, collaboration, and leadership in overcoming adversity.
Table 2 presents the experiences, coping mechanisms, and insights shared by Participant 2, a teacher from a far-flung integrated school
involved in modular distance learning (MDL). The data highlights the emotional, practical, and reflective aspects of the teacher's
journey in navigating this learning modality.
Table 2. Experiences, Coping, and Insights Encountered by Teachers of Far-Flung Integrated Schools in Modular
Distance Learning of Participant 2
Clustered Themes Emergent Themes
Experiences
Very stressful Stressful
The workload feels overwhelming at times
Constant demands make it hard to cope
I find difficulty in giving proper intervention Challenging
Teaching in MDL is hard
I can know my students better Fulfilling
Building deeper connections with my students is rewarding
Understanding my learners helps me grow as an educator
Coping Mechanisms
I still managed to balance my work with my personal life. Balancing Roles
Able to maintain harmony between work and home
Successfully juggled teaching duties and personal responsibilities
Parents are beneficial in the delivery of MDL Parental Involvement
Parents play an active role in supporting modular learning
Learning delivery improves with parents’ cooperation and help
I address them by borrowing the school printer External Support

Callano & Bantulo 104/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Access to school resources helps me meet teaching needs

Support from the school provides solutions to material challenges
Insights
Much better because we can explain well to our parents and learners Open Communication
Clear parent-student talks
Better mutual understanding
I can capacitate my parents/guardians in facilitating the learners Hopeful
Empowering parents to help
Trust in learner growth

Under Experiences, the teacher described the situation as highly stressful, citing overwhelming workloads and constant demands that
made coping difficult. The implementation of MDL was also viewed as challenging, especially when it came to providing appropriate
interventions for students. Despite these difficulties, the teacher found the experience fulfilling, particularly in building stronger
relationships with students. Getting to know learners on a deeper level and seeing their growth brought a sense of professional and
personal reward.
In terms of Coping Mechanisms, the teacher emphasized the importance of balancing roles, successfully managing both professional
responsibilities and personal life. Parental involvement was another key factor that helped ease the burden of MDL, as active support
from parents contributed to more effective learning delivery. Additionally, external support, such as access to school resources like
printers, played a crucial role in addressing material limitations and facilitating instructional tasks.
For Insights, the teacher recognized the value of open communication, especially in promoting understanding among teachers, parents,
and learners. Meaningful conversations helped clarify expectations and improve collaboration. Lastly, the teacher expressed a hopeful
perspective, highlighting the empowerment of parents as co-facilitators in their children's learning journey and the belief in students'
potential for growth and success.
Overall, Participant 2’s narrative underscores the complex reality of modular distance learning—marked by stress and challenge—but
also reveals the power of meaningful relationships, resourcefulness, and community collaboration in overcoming obstacles and
fostering positive educational outcomes.
Table 3 outlines the experiences, coping mechanisms, and insights of Participant 3, a teacher from a far-flung integrated school
implementing modular distance learning (MDL). The responses reflect the teacher’s struggle to adapt to the new learning delivery
while also identifying positive developments and growth in practice.
Table 3. Experiences, Coping, and Insights Encountered by Teachers of Far-Flung Integrated Schools in Modular
Distance Learning of Participant 3
Clustered Themes Emergent Themes
Experiences
It was stressful for them since they could not follow up on the learning Stressful
It was stressful
It was not easy to teach the students Difficult
Teaching was challenging
Faced learning hurdles
I can know my students better Satisfied
Deeper student connection
Better learner understanding
Coping Mechanisms
I can carry over my work and life balance Balancing Roles
Sustained work-life balance
Managing duties smoothly
It was helpful because through their guidance, they could follow up the learning and they Parental Involvement
could give additional learning to their children
The budget provided by our department External Support
Department-funded support
Provided financial assistance
Insights
It gives us another strategy for how we could teach students in a far-flung area Importance of Innovating New
New ways to reach learners Strategies
Innovative teaching approach
It would be great if there were additional printing materials and home visitations Building Trust Through Home-
Need for more visits and materials Based Outreach
Support through home outreach

Under Experiences, the teacher described the situation as stressful, primarily because of the inability to consistently monitor student
progress and ensure that learning was taking place. The challenges of teaching in a modular setup made the process difficult, especially

Callano & Bantulo 105/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

in overcoming various learning hurdles. However, despite these obstacles, the teacher expressed satisfaction in being able to know the
students better, build deeper connections, and gain a clearer understanding of their learning needs and behaviors.
For Coping Mechanisms, the teacher emphasized maintaining a balanced role between personal and professional responsibilities,
demonstrating resilience in managing both areas effectively. Parental involvement was also noted as crucial, with parents playing an
active role in reinforcing lessons and assisting their children at home. Furthermore, the teacher acknowledged the value of external
support through departmental funding, which provided financial resources necessary for implementing MDL and addressing logistical
challenges.
In the Insights cluster, the teacher highlighted the importance of innovating new strategies to effectively reach learners in remote areas.
The experience of modular teaching opened opportunities to explore alternative instructional approaches suited for geographically
isolated settings. Additionally, the teacher emphasized the need for building trust through home-based outreach, suggesting that
additional resources such as printing materials and regular home visitations could strengthen teacher-student relationships and enhance
the overall learning experience.
In summary, Participant 3’s account illustrates the dual nature of MDL—marked by initial stress and instructional difficulty but
balanced by adaptive strategies, community partnerships, and a growing commitment to innovation and learner engagement.
Table 4 illustrates the experiences, coping mechanisms, and insights of Participant 4, a teacher assigned to a far-flung integrated school
implementing modular distance learning (MDL). The teacher's responses reflect both the psychological strain and the professional
fulfillment encountered during the delivery of modular instruction in a remote setting.
Table 4. Experiences, Coping, and Insights Encountered by Teachers of Far-Flung Integrated Schools in Modular
Distance Learning of Participant 4
Clustered Themes Emergent Themes
Experiences
If I rate it, I would say it was 6/10 stressful Stressful
it is so stressing
Moderately stressful experience
Mentally draining situation
I am having hard times Hardships
My feelings towards it are hard
Struggling through challenges
Emotionally tough moments
They are learning and answering the activities Fulfilling
Learners are progressing
Seeing student growth
Coping Mechanisms
Time management is essential Time Management
Managing time wisely
Efficient task handling
Parents help teachers guide the students Parental Involvement
Parents as learning partners
Joint support in teaching
we seek assistance from NGOs and other stakeholders External Support
Support from partners
Aid from external groups
Insights
It gives us another strategy for how we could teach students in a far-flung area Importance of Innovating New Strategies
Alternative teaching methods
New strategies for remote areas
It would be great if there were additional printing materials and home visitations Effective Home Visitation
Need for more materials and visits
Enhanced support through outreach

Under Experiences, the teacher rated the experience as stressful, describing it as mentally draining and moderately overwhelming. They
also recounted episodes of hardships, noting emotional difficulties and the struggle to overcome daily challenges associated with
modular instruction. Despite these stressors, the teacher also expressed a fulfilling sentiment by observing that learners were
progressing and engaging with the modules, which brought a sense of satisfaction and accomplishment.
Regarding Coping Mechanisms, the teacher identified time management as a crucial strategy in handling tasks effectively and
maintaining productivity. Parental involvement was again emphasized, with parents seen as vital partners in guiding students and
supporting their education at home. Additionally, the teacher acknowledged the role of external support, such as assistance from NGOs
and other stakeholders, which helped ease the logistical demands of teaching in a remote environment.

Callano & Bantulo 106/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

In the Insights cluster, the teacher recognized the importance of innovating new strategies, particularly in designing alternative methods
for reaching learners in far-flung areas. Modular distance learning introduced new perspectives and creative teaching approaches. The
teacher also emphasized the value of effective home visitation, suggesting that increasing access to learning materials and conducting
regular visits would strengthen learner engagement and provide more comprehensive support.
Overall, Participant 4's narrative conveys the reality of teaching in isolated contexts—marked by emotional and mental strain but
balanced with adaptive strategies, collaborative efforts, and a forward-looking mindset focused on continuous improvement and learner
development.
Table 5 presents the experiences, coping mechanisms, and insights of Participant 5, a teacher working in a far-flung integrated school
delivering modular distance learning (MDL). The responses highlight the emotional intensity, systemic support, and reflective
understanding that shaped the teacher’s journey throughout the MDL implementation.
Table 5. Experiences, Coping, and Insights Encountered by Teachers of Far-Flung Integrated Schools in Modular
Distance Learning of Participant 5
Clustered Themes Emergent Themes
Experiences
Too stressed about MDL Stressful
Overwhelmed by MDL
MDL brings high pressure
MDL, it is hard to stay connected to students Hardships
Struggled to reach learners
Disconnected teaching experience
Students themselves expressed gratefulness and it was overwhelmed Grateful and
Felt deeply appreciated Overwhelmed
Overwhelmed by gratitude
Coping Mechanisms
I coped with it through trial and error, through listening to the mandate of our school and the Listening to Others
government and the central office, and through experience
Learning through guidance
Following shared direction
I consider parents to be helpful during this time Parental Involvement
Parents provided support
Help from families
The support of everyone: the bosses, the administrators, teachers, students, parents and guardians, the External Support
community and the stakeholder
Unified community effort
All-around support network
Insights
I wonder if there is any learning at all for students who are slow or non-readers Realization
Concerns about actual learning
Doubts on student progress
I am looking forward and hopeful that my students can finish their education Positive Outlook
Hope for student success
Looking ahead with optimism

Under Experiences, the teacher described the experience as highly stressful, pointing out the overwhelming pressure brought by the
demands of MDL. Feelings of hardship also surfaced, particularly in the difficulty of maintaining connections with students and the
sense of disconnect in the teaching-learning process. Despite these challenges, the teacher expressed being grateful and overwhelmed,
especially upon receiving sincere appreciation from students, which offered emotional reassurance and validation of their efforts.
In terms of Coping Mechanisms, the teacher leaned on listening to others—drawing guidance from the school administration,
government mandates, and their own professional experiences. This adaptive approach, described as trial and error, helped them
navigate unfamiliar territory. Parental involvement was again highlighted as a critical support system, with families playing a valuable
role in assisting learners. Moreover, external support was broad and encompassing, involving collaboration among administrators,
fellow teachers, learners, parents, and the wider community, all contributing to a unified effort in ensuring the continuity of education.
For Insights, the teacher shared a sobering realization regarding the learning gaps among students, especially those who were slow or
non-readers, raising questions about the actual impact of MDL on student comprehension and progress. Nonetheless, the teacher
maintained a positive outlook, expressing hope that their learners would successfully complete their education despite the challenges
posed by distance learning.
Overall, Participant 5’s experience reflects a complex interplay of emotional strain and professional dedication, underscoring how
community support, parental partnership, and reflective practice helped sustain their commitment and nurture optimism amidst the
uncertainties of modular distance learning.
Callano & Bantulo 107/113
 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Implication for Practice

Teachers from far-flung integrated schools faced paradoxical experiences during Modular Distance Learning (MDL) in the COVID-
19 pandemic. While they endured stress, distance, and learners' limited support at home, they also felt fulfillment from reaching their
goals and receiving generosity from others. Their ability to remain optimistic helped them cope with such hardships, highlighting the
need for supportive and resilient work environments in remote education contexts.
To address stress and difficulty, institutions must offer mental health support and targeted professional development that addresses the
specific demands of MDL. Programs on stress management, remote teaching strategies, and peer collaboration can strengthen teachers’
capacity to manage challenges and reduce burnout. Encouraging open communication and shared best practices helps build a
professional community even in geographically isolated areas.
Recognizing teachers' fulfilling experiences and sources of satisfaction is essential. Institutions should provide regular opportunities
for teachers to share accomplishments and feel appreciated through recognition platforms and storytelling. A culture of
acknowledgment and support can reinforce morale, professional identity, and motivation among educators in remote settings.
Parental involvement and external support play vital roles in effective MDL. Schools must strengthen communication with parents and
offer clear guidance on their role in learning. At the same time, educational authorities should build support systems like mentorship
programs, peer networks, and logistical assistance to help teachers navigate their responsibilities with confidence and reduced isolation.
Lastly, the themes of hope, adaptability, and innovation suggest that educational leaders should invest in building flexible structures,
ongoing professional learning, and open feedback channels. Teachers emphasized the value of home visitation, time management, and
balancing personal and professional roles. Supporting these needs can promote sustainable engagement and empower teachers to remain
hopeful and impactful in the face of adversity.
Implications for Future Research
Finally, based on the revealed experiences of the five participants, the study's conclusions or findings were unable to make any
generalizations for other concerned and relevant individuals. As a result, more research relevant to this study should be conducted at
other research sites and with other carefully chosen people to confirm and compare the significant findings. In addition, some future
researchers may conduct related studies to examine whether there are significant differences in how participants choose their early
retirement path and life following it.
Conclusions
Based on the findings of the study, the experiences of teachers in far-flung integrated schools under Modular Distance Learning
revealed a layered journey marked by stress, difficulty, and fulfillment. These themes reflect the reality of teaching in remote settings
where limited resources, physical isolation, and emotional strain are common. Despite these conditions, teachers expressed a sense of
purpose and achievement, showing that their commitment to learners remained firm even in uncertain circumstances. Their experiences
demonstrate that teaching in such contexts demands not only instructional effort but emotional resilience and personal strength.
Moreover, the coping mechanisms and insights of the teachers revealed how they responded to adversity with grounded determination.
Optimism, support from parents, and assistance from external sources helped them manage the demands of modular instruction. These
forms of support lessened the weight of challenges and allowed teachers to continue their work with renewed energy.
References
Abante, A., Cruz, R., Guevarra, D., Lanada, B., Macale, S., Roque, B., & Cabrera, C. (2021). A comparative analysis on the
challenges of online learning modality and modular learning modality: A basis for training program. International Journal of
Multidisciplinary Research and Analysis, 4(04), 463-476. https://doi.org/10.47191/ijmra/v4-i4-17
Adedoyin, B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning
Environments, 1-13. https://doi.org/10.1080/10494820.2020.1813180
Alam, M. K. (2021). A systematic qualitative case study: Questions, data collection, NVivo analysis and saturation. Qualitative
Research in Organizations and Management: An International Journal, 16(1), 1-31. https://doi.org/10.1108/QROM-09-2019-1825
Argarin, J., & Argarin, J. A. (2022). Assessment of the preparedness and acceptability for distance learning: A guide for an efficient
distance learning. Edu Sportivo: Indonesian Journal of Physical Education, 3(3), 192-199.
https://doi.org/10.25299/es:ijope.2021.vol3(3).8971
Ancheta, F. (2022). The administrative challenge of the ‘new normal’in education. Institute of Industry and Academic Research
Incorporated, 129. https://iiari.org/wp-content/uploads/2022/01/Pedagogy-for-Online- Learning-Theory-
Practice.pdf#page=142
Ancheta, R., & Ancheta, H. (2020). The new normal in education: A challenge to the private basic education institutions in the

Callano & Bantulo 108/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Philippines. International Journal of Educational Management and Development Studies, 1(1).

https://web.archive.org/web/20220302093455id_/https://iiari.org/wp-content/uploads/2020/09/The-New-Normal-in-Education-1.pdf
Anggara, R., & Wennyta, M. (2018). Error analysis on students’ writing of narrative text made by fourth semester students at
English Education study program of Batanghari University year 2017/2018. JELT: Journal of English Language Teaching, 2(2),
52-60. http://dx.doi.org/10.33087/jelt.v2i2.26
Arifin, M. (2018). Ethical considerations in qualitative study. International Journal of Care Scholars, 1(2),30-33.
https://doi.org/10.31436/ijcs.v1i2.82
Arpilleda, D., & Jondy, M. (2018). Problems encountered by mobile teachers assigned in Tandag City Division, Surigao del Sur: A
case study. International Journal of English Literature and Social Sciences, 3(5). https://dx.doi.org/10.22161/ijels.3.5.18
Assunção Flores, M., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: National, institutional and
pedagogical responses. Journal of Education for Teaching, 46(4), 507-516.
Aviles, G., Maloloy-on, M., Olano, J., Arnibal, J., & Arnado, A. (2021). Teachers’ critical challenges and opportunities in
modular distance delivery. International Journal for Innovation Education and Research, 9(9), 274- 287.
https://doi.org/10.31686/ijier.vol9.iss9.3338
Bacomo, A. C. C., Daculap, L. P., Ocampo, M. G. O., Paguia, C. D., Pentang, J., & Bautista, R. M. (2022). Modular learning efficiency:
Learner’s attitude and performance towards self-learning modules. https://core.ac.uk/download/pdf/521099233.pdf
Balolong, M. (2022). Challenges of blended learning: A phenomenological inquiry. Available at SSRN 4103847.
http://dx.doi.org/10.2139/ssrn.4103847
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
https://doi.org/10.1016/0146- 6402(78)90002-4
Bayod, R., & Bayod, C. (2020). Laying the groundworks for education of children in the new normal: The case of DepEd
Southern Mindanao. Eubios Journal of Asian and International Bioethics, 30(8), 443-449.
https://philpapers.org/asearch.pl?pub=4186
Bernardo, J. (2020). Modular learning most preferred parents: DepEd. ABS-CBN News. doi: 10.12691/education-11-10-5.
Bozkurt, A., & Sharma, C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian
Journal of Distance Education, 15(1), i-vi. https://doi.org/ 10.5281/zenodo.3778083
Canonizado, C. (2021). Challenges that teachers are facing under the New Normal system in education.
https://philpapers.org/rec/AGATIT-3
Carbonilla, M. J., Kadusale, G., Lucero, R., & Pungyan, M. R. (2022). Parents’ coping mechanism in conquering challenges towards
distribution and retrieval of modules. International Journal of Multidisciplinary: Applied Business and Education Research, 3(7), 1195-
1202. http://dx.doi.org/10.11594/ijmaber.03.07.04
Cardano, M. (2020). Argomenti per la ricerca qualitativa. Disegno, analisi, scrittura. https://iris.unito.it/handle/2318/1769052
Collado, Z. C., Rodriguez, V. R., & Dueñas III, Z. D. (2021). Children’s engagement in self-learning modules (SLMs) amid the
pandemic: A predictive analysis on the role of internet access, household food security, and parental involvement to modular classes.
Education 3-13, 1-14. https://doi.org/10.1080/03004279.2021.1954969
Coman, C., Țîru, G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, C. (2020). Online teaching and learning in higher education
during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 10367. https://doi.org/
10.3390/su122410367
Creswell, W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles, CA: Sage.
https://surl.li/gmznal
Creswell, J. W., & Báez, J. C. (2020). 30 essential skills for the qualitative researcher. Sage Publications.
http://localhost:8080/xmlui/handle/123456789/1675
Crompton, H., Burke, D., Jordan, K., & Wilson, S. W. (2021). Learning with technology during emergencies: A systematic review of
K‐12 education. British Journal of Educational Technology, 52(4), 1554-1575. https://doi.org/10.1111/bjet.13114
DepEd Order No. 012 s. 2020. DepEd Basic Education Learning Continuity Plan in the time of COVID-19.
DepEd Order No. 018 s. 2020. DepEd prepares self-learning modules for education’s new normal.
De Villa, A., & Manalo, B. (2020). Secondary teachers' preparation, challenges, and coping mechanism in the pre-implementation of

Callano & Bantulo 109/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

distance learning in the new normal. IOER International Multidisciplinary Research Journal, 2(3), 144-154.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3717608
De Wet, C. (2010). Victims of educator-targeted bullying: A qualitative study. South African Journal of Education, 30(2).
https://doi.org/ 10.15700/saje.v30n2a341
Duff, P. (2018). Case study research in applied linguistics. Routledge. https://doi.org/10.4324/9780203827147
Du Plessis, E. (2020). The lived experience of out-of-field STEM teachers: A quandary for strategising quality teaching in STEM?.
Research in Science Education, 50(4), 1465-1499. https://doi.org/10.1007/s11165-018-9740-9
Farooq, F., Rathore, A., & Mansoor, N. (2020). Challenges of online medical education in Pakistan during COVID-19 pandemic. J
Coll Physicians Surg Pak, 30(6), 67-9. https://doi.org/10.29271/jcpsp.2020.Supp1.S67.
Galano, R. J. (2021). Preparations for the modular distance learning (printed) amid the covid-19 pandemic: Assessment of public junior
high school Mathematics teachers experiences. International Journal of Research Publication, 74(1), 14-14. https://doi.org/
10.47119/IJRP10074142021183
Garrison, R. (1990). From independence to collaboration: A personal retrospective on distance education. In An Introduction to
Distance Education (pp. 13-24). Routledge. https://www.researchgate.net/profile/DGarrison/publication/343411553_
Gueta, M. F., & Janer, S. S. (2021). Distance learning challenges on the use of self-learning module. United International Journal for
Research & Technology, 2(07). https://uijrt.com/articles/v2/i7/UIJRTV2I70010.pdf
Guiamalon, T. (2021). Teachers issues and concerns on the use of modular learning modality. IJASOS-International E-Journal of
Advances in Social Sciences, 7(20), 457-469. http://ijasos.ocerintjournals.org/en/download/article-file/1878859
Guiamalon, T. S., & Hariraya, P. G. (2021). The K-12 senior high school programl: The case of laboratory high school, Cotabato City
State Polytechnic College, South Central Mindanao, Philippines. IJASOS-International E-journal of Advances in Social Sciences,
7(19), 391-399. https://doi.org/10.18769/ijasos.820171
Gurung, S. (2021). Challenges faced by teachers in online teaching during Covid-19 pandemic. The Online Journal of Distance
Education and E-Learning, 9(1), 8-18. https://tojdel.net/journals/tojdel/articles/v09i01/v09i01-02.pdf
Hall, T., Connolly, C., Grádaigh, S. Ó., Burden, K., Kearney, M., Schuck, S., & Kosmas, P. (2020). Education in precarious times: A
comparative study across six countries to identify design priorities for mobile learning in a pandemic. Information and Learning
Sciences, 121(5/6), 433-442. http://dx.doi.org/10.1108/ILS-04-2020-0089
Harangi-Rákos, M., Pfau, C., Bácsné Bába, É., Bács, A., & Kőmíves, M. (2022). Lockdowns and Physical Activities: Sports in the
Time of COVID. International Journal of Environmental Research and Public Health, 19(4), 2175. https://www.mdpi.com/1660-
4601/19/4/2175
Hassan, M., Mirza, T., & Hussain, W. (2020). A critical review by teachers on the online teaching-learning during the COVID-19.
International Journal of Education and Management Engineering, 10(8), 17-27. https:doi.org/ 10.5815/ijeme.2020.05.03
Herath, T., & Herath, S. (2020). Coping with the new normal imposed by the COVID-19 pandemic: Lessons for technology
management and governance. Information Systems Management, 37(4), 277-283. https://doi.org/10.1080/10580530.2020.1818902
Hernandez, L. (2021). Strengths and challenges of distance learning modalities in the new normal: Basis for intervention program.
Journal of Humanities and Social Sciences, 3(2), 80-87. https://doi.org/ 10.36079/lamintang.jhass-0302.241
Hipolito, M. F. G. (2022). Stories stories of prevailing: Novice teachers’ Journey in Far-flung Schools in the time of COVID-19
pandemic. International Journal of Multidisciplinary: Applied Business and Education Research, 3(1), 12-18.
http://dx.doi.org/10.11594/ijmaber.03.01.02
Ishtiaq, M. (2019). Book review creswell, JW (2014). Research design: qualitative, quantitative and mixed methods approaches.
Thousand Oaks, ca: sage. English Language Teaching, 12(5), 40. https://doi.org/10.5539/elt.v12n5p40
Javilla, M. A., & Fabella, F. E. (2019). Lived-Experiences of Mobile Teachers in Remote Schools in Antipolo City. Available at SSRN
3516399. https://ssrn.com/abstract=3516399
Joaquin, J. J. B., Biana, H. T., & Dacela, M. A. (2020, October). The Philippine higher education sector in the time of COVID-19. In
Frontiers in Education (Vol. 5, p. 208). Frontiers. https://doi.org/10.3389/feduc.2020.576371
Kalu, M. E. (2019). Using emphasis-purposeful sampling-phenomenon of interest–context (EPPiC) framework to reflect on two
qualitative research designs and questions: A reflective process. The Qualitative Report, 24(10), 2524-2535.
https://doi.org/10.46743/2160-3715/2019.4082

Callano & Bantulo 110/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Kamal, T., & Illiyan, A. (2021). School teachers’ perception and challenges towards online teaching during COVID-19 pandemic
in India: An econometric analysis. Asian Association of Open Universities Journal. https://doi.org/10.1108/AAOUJ-10-2021-
0122
Khlaif, N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, A. (2021). The Covid-19 epidemic: Teachers’ responses to school
closure in developing countries. Technology, Pedagogy and Education, 30(1), 95-109.
https://doi.org/10.1080/1475939X.2020.1851752
Hipolito, G. (2022). Stories stories of prevailing: Novice teachers’ journey in far-flung schools in the time of COVID-19 pandemic.
International Journal of Multidisciplinary: Applied Business and Education Research, 3(1), 12-18. https://doi.org/
10.5281/zenodo.7242770
Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher education in
times of COVID-19: University students’ basic need satisfaction, self-regulated learning, and well-being. Aera Open, 7,
23328584211003164. https:doi.org/ 10.1177/23328584211003164
Hunt, A., Morrow, J., & McGuire, K. (2020). Experiences of suicide in transgender youth: A qualitative, community-based
study. Archives of Suicide Research, 24(sup2), S340-S355. https://doi.org/10.1080/13811118.2019.1610677
Lasco, T. (2021). Exploring the teachers development of a culturally sensitive lesson in mathematics through modular approach:
Towards a professional learning community model for multicultural instruction. https://animorepository.dlsu.edu.ph/etdd_scied/3/
Marshall, T., Shannon, M., & Love, M. (2020). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta
Kappan, 102(3), 46- 50. https://doi.org/10.1177/0031721720970702
Mayuni, I., Leiliyanti, E., Agustina, N., Yulianti, V., Chen, Y., & Chu, F. I. (2020). School literacy movement and its implications
towards students’ learning: A comparative case study in Jakarta and Taiwan. International Journal of Advanced Science and
Technology (IJAST), 29(4s), 1555-1569. https://eprints.uai.ac.id/1442/1/ILS0052-20.pdf
Mohajan, K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development,
Environment and People, 7(1), 23-48. https://pdfs.semanticscholar.org/9442/f9f608368c85fdc404828b831850cc
Moghli, M. A., & Shuayb, M. (2020). Education under Covid-19 lockdown: Reflections from teachers, students & parents. Social
Sciences and Humanities Research Council of Canada: Ottawa, ON, Canada. https://www.lebanesestudies.com/wp-
content/uploads/2020/06/booklet-covid-19eng-4augFinal.pdf
Mondragón, J. M. (2022). Secondary teachers’ perspectives on social media use with students during the COVID-19 pandemic
(Doctoral dissertation, Walden University). https://core.ac.uk/download/pdf/580005454.pdf
Natividad, E. (2021). Perceived effectiveness of self learning modules in the implementation of modular distance learning in the
elementary level. Available at SSRN 3889429. http://dx.doi.org/10.2139/ssrn.3889429
Navarro, A. M. (2022). School infrastructure in the Philippines: Where are we now and where should we be heading? (No. DP 2022-
10). Philippine Institute for Development Studies. https://hdl.handle.net/10419/280883
Noor, S., Isa, M., & Mazhar, F. (2020). Online teaching practices during the COVID-19 pandemic. Educational Process:
International Journal, 9(3), 169- 184. https://eric.ed.gov/?id=EJ1280329
Odhiambo, J. (2022). Discipleship amidst crisis and health implications: A case Study among Pastors in Kenya. Pan-African
Journal of Health and Environmental Science, 1(1). https://journals.aua.ke/ajhes/article/view/176
Olivo, M. G. (2021). Parents’ perception on printed modular distance learning in Canarem Elementary School: Basis for proposed
action plan. International Journal of Multidisciplinary: Applied Business and Education Research, 2(4), 296-309.
http://dx.doi.org/10.11594/ijmaber.02.04.03
Olson, S., Leelathanalerk, A., Van Hung, N., Tan, K., Nacabu-an, J., Setiawan, H., ... & Jungnickel, W. (2022). Challenges in
pharmacy education with limited resources during COVID-19: ASEAN perspective. Handbook of Research on Updating and
Innovating Health Professions Education: Post-Pandemic Perspectives, 366-401. https://www.igi- global.com/chapter/challenges-in-
pharmacy-education-with-limited- resources-during-covid-19/288489
Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., Pérez-Moreno, M., & Santabárbara, J. (2021). Prevalence of
anxiety, depression, and stress among teachers during the COVID-19 pandemic: A rapid systematic review with meta-analysis. Brain
Sciences, 11(9), 1172. https://doi.org/10.3390/brainsci11091172
Pacheco, J. A. (2021). The “New Normal” in education. Prospects, 51(1-3), 3-14. https://doi.org/10.1007/s11125-020-09521-x
Paulsamy, P., Alshahrani, S. H., Venkatesan, K., Sethuraj, P., & Ansari, M. D. (2021). Effect of Self-Learning Module (SLM) on

Callano & Bantulo 111/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

knowledge regarding legal aspects of nursing care among nurses. Asian Journal of Research in Nursing and Health, 4(4), 13-17.
https://www.sdiarticle4.com/review-history/73091
Pastor, M. J., Andres, S. R., & Manarpaac, J. R. (2022). The big shift: Examining practices, challenges and coping mechanisms of
teachers and students in transitioning to modular distance learning. Universal Journal of Educational Research, 1(3), 155-163.
https://philarchive.org/archive/PASTBS
Pastor, L. (2020). Sentiment analysis on synchronous online delivery of instruction due to extreme community quarantine in the
Philippines caused by COVID- 19 pandemic. Asian Journal of Multidisciplinary Studies, 3(1), 1-6.
https://www.asianjournals.org/online/index.php/ajms/article/view/207
Pearse, N. (2019). An illustration of a deductive pattern matching procedure in qualitative leadership research. Electronic Journal of
Business Research Methods, 17(3), pp143-154. https://doi.org/10.34190/JBRM.17.3.004
Piaget, J. (1976). Piaget’s theory. In Springer eBooks. https://doi.org/10.1007/978-3-642-46323-5_2
Piaget, J. (1981). Intelligence and affectivity: Their relationship during child development. (Trans & Ed TA Brown & CE Kaegi).
Annual Reviews. https://psycnet.apa.org/record/1982-05421-000
Pinkerton, M. J. (2020). Educational leadership model: An historical analysis of Arne Duncan (2001-2015) as chief executive officer
of the Chicago public schools and as secretary of education of the United States of America, and impact of his leadership style on
implementation of educational initiatives (Doctoral dissertation, Loyola University Chicago).
https://ecommons.luc.edu/cgi/viewcontent.cgi?article=4813&context=luc_diss
Quejada, B., & Orale, L. (2018). Lived experiences of elementary teachers in a remote school in Samar, Philippines. Journal of
Academic Research, 3(3), 1-13. https://doi.org/10.53378/
Rabacal, J., Oducado, M., & Tamdang, K. (2020). COVID-19 impact on the quality of life of teachers: A cross-sectional study. Asian
Journal for Public Opinion Research, 8(4), 478-492. https://doi.org/ 10.15206/ajpor.2020.8.4.478
Rayens, W., & Ellis, A. (2018). Creating a student-centered learning environment online. Journal of Statistics Education, 26(2), 92-
102. https://doi.org/10.1080/10691898.2018.1475205
Reich, J., Buttimer, J., Coleman, D., Colwell, D., Faruqi, F., & Larke, R. (2020). What's lost, what's left, what's next: Lessons
learned from the lived experiences of teachers during the 2020 novel coronavirus pandemic. https://edarxiv.org/8exp9
Reyes-Chua, E., Sibbaluca, B. G., Miranda, R. D., Palmario, G. B., Moreno, R. P., & Solon, J. P. T. (2020). The status of the
implementation of the e-learning classroom in selected higher education institutions in region IV-A amidst the COVID-19 crisis.
Journal of Critical Reviews, 7(11), 253-258. : http://dx.doi.org/10.31838/jcr.07.11.41
Rollona, R. M., & Pañaresb, N. C. (2023). Supreme Pupils’ Government Commitment and Academic Performance. Supreme Pupils’
Government Commitment and Academic Performance, 129(1), 11-11. https://doi.org/10.47119/IJRP1001291720235274
Sabio, R. A., & Sabio, C. J. (2019). Retrospective review of legislations and policies on distance education in the Philippines. In E-
Proceedings of the International Conference on Distance Learning (p. 12). https://uou.ac.in/sites/default/files/2021-10/E-Proceedings-
International-Conference-on-Distance-Learning.pdf#page=16
Saro, J., Manliguez, M., Buar, I. J., Buao, A., & Almonicar, A. (2022). New Normal Education: Strategies, Methods, and Trends of
Teaching-Learning on Students’ Perspectives and its Effectiveness. https://doi.org/10.5281/zenodo.7242770, ISSN 2822-4353
Schroeder, R. (2021). Leadership for online learning. In A Guide to Administering Distance Learning (pp. 20-42). Brill.
https://doi.org/10.1163/9789004471382_002
Saiyad, S., Virk, A., Mahajan, R., & Singh, T. (2020). Online teaching in medical training: Establishing good online teaching practices
from cumulative experience. International Journal of Applied and Basic Medical Research, 10(3), 149.
https://doi.org/10.4103/ijabmr.ijabmr_358_20
San Luis, C. (2022). Looking through the lens of rural science teachers in the New Normal setting. Institute of Industry and
Academic Research Incorporated, 114. https://iiari.org/wp-content/uploads/2022/01/
Schuiteman, S., Ibrahim, I., Hammoud, A., Kruger, L., Mangrulkar, S., & Daniel, M. (2020). The role of medical student
government in responding to COVID-19. Academic Medicine. doi: 10.1097/ACM.0000000000003542.
Sia, M., & Adamu, A. (2020). Facing the unknown: Pandemic and higher education in Malaysia. Asian Education and
Development Studies. https://doi.org/ 10.1108/AEDS-05-2020-0114
Smith, C. (2020). Challenges and opportunities for teaching students with disabilities during the COVID-19 pandemic.
International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 167-173.

Callano & Bantulo 112/113

 Psych Educ, 2025, 44(1): 94-113, Document ID:2025PEMJ4242, doi:10.70838/pemj.440106, ISSN 2822-4353
Research Article

Staller, K. M., & Chen, Y. (2022). Choosing a research design for qualitative research–a ferris wheel of approaches. The SAGE
Handbook of Qualitative Research Design. United Kingdom: SAGE Publications Ltd, 69-86.
https://doi.org/10.4135/9781529770278.n6
Subaih, A., Sabbah, S., & Al-Duais, E. (2021). Obstacles facing teachers in Palestine while implementing e-learning during the
COVID-19 pandemic. Asian Social Science, 17(4), 44-45. https://doi.org/10.5539/ass.v17n4p44
Sullivan, R., Fulcher-Rood, K., Kruger, J., Sipley, G., & van Putten, C. (2019). Emerging technologies for lifelong learning and success:
A MOOC for everyone. Journal of Educational Technology Systems, 47(3), 318-336. https://doi.org/10.1177/0047239518821065
Sumandal, A. (2022). Factors affecting the module completion of Grade 12 students: Basis for intervention program and policy
development. International Journal of Multidisciplinary: Applied Business and Education Research, 3(4), 613-626.
http://dx.doi.org/10.11594/ijmaber.03.04.13
Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: A review. Open
Journal of Social Sciences, 8(10), 159-170. https//doi.org/10.4236/jss.2020.810011
Tagle, E. (2022). Teacher’s procedures and qualities to the performance of ICT students in Mary Help of Christians College.
Teacher’s procedures and qualities to the performance of ICT students in Mary help of Christians college, 102(1), 21-21.
https://doi.org/10.47119/IJRP1001021620223280
Teräs, M., Teräs, H., Arinto, P., Brunton, J., Daryono, D., & Subramaniam, T. (2020). COVID-19 and the push to online learning:
Reflections from 5 countries. https://www.digitalcultureandeducation.com/reflections-on-covid19/reflections-from-5-countries#
Thomas, G. (2021). How to do your case study. https://www.torrossa.com/en/resources/an/5018110
Tohidi, S., KarimiMoonaghi, H., Shayan, A., & Ahmadinia, H. (2019). The effect of self-learning module on nursing students' clinical
competency: A pilot study. Iranian Journal of Nursing and Midwifery Research, 24(2), 91. https://doi.org/10.4103/ijnmr.IJNMR_46_1
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context.
Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7947
Tria, Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of
Pedagogical Development and Lifelong Learning, 1(1), 2-4. https://doi.org/10.30935/ijpdll/8311
Varea, V., & González-Calvo, G. (2021). Touchless classes and absent bodies: teaching physical education in times of Covid-19.
Sport, Education and Society, 26(8), 831-845. https://doi.org/10.1080/13573322.2020.1791814
Velmonte, L. (2020). Revisiting management style of public educators: An ethnography of the teachers. European Journal of
Humanities and Educational Advancements, 1(1), 19-24. https://orcid.org/0000-0002-0145- 7809
Wang, W., & Siau, K. (2018). Artificial intelligence: A study on governance, policies, and regulations. MWAIS 2018 proceedings, 40.
https://ink.library.smu.edu.sg/sis_research/9605
Zamora-Antuñano, A., Rodríguez-Reséndiz, J., Cruz-Pérez, A., Rodríguez Reséndíz, H., Paredes-García, J., & Díaz, G. (2021).
Teachers’ perception in selecting virtual learning platforms: A case of mexican higher education during the COVID-19
crisis. Sustainability, 14(1), 195. https://doi.org/ 10.3390/su14010195
Affiliations and Corresponding Information
Cyrille Callano
Batutuling Integrated School
Department of Education – Philippines
Johnny S. Bantulo, EdD
Kawas Central Elementary School
Department of Education – Philippines

Callano & Bantulo 113/113