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Saint Louis College

Beacon of Wisdom in the North
City of San Fernando (La Union)
GRADUATE SCHOOL

THESIS/DISSERTATION TITLE PROPOSAL CAPSULE

(Qualitative Paper)

Proponent: SALVOSA-ARQUERO MARVILYN RINDON

Surname Given Name Middle Name

Academic Program: DOCTOR OF PHILOSOPHY Major: MANAGEMENT

Proposed Title: EXPLORING THE LIVED EXPERIENCES OF PUBLIC

SECONDARY MAPEH TEACHERS IN THE NEW NORMAL : A
PHENOMENOLOGICAL INQUIRY

Background of the Study: (flow of ideas from macro to micro; include

justification to conduct the study/analysis of local situation; in bulleted form)

● The global pandemic has brought enormous challenges to countries

worldwide, both in the developed and the less developed regions. It has
cost massive changes and damages to all sectors of society. In the
Philippines, the estimated loss of around 1.4 trillion pesos a year is in
the economic sector alone (Chua, 2022).

● MAPEH Teachers face different challenges due to these abrupt changes

in the new educational system. Modular instruction, as an alternative
modality for learning continuity, resulted in various challenges. Still,
teachers must keep track of their students’development and monitor the
progress of their students. When feasible, the teacher should visit
students at home who need remediation or help (Llego, 2021). On a
regular basis, difficulties in applying the distance learning strategy
developed. Dangle and Sumaoang (2020) asserted that the key challenges
that occurred were the shortage of school finances in the creation and
delivery of modules. Cardullo et al. (2021) added that teachers were caught off
guard for emergency remote instruction owing to a lack of distant
education expertise as well as computer literacy. Indeed, the pandemic
tests the MAPEH teachers’ flexibility and adaptation in times of crisis. As a
result, it motivates them to come up with innovative ways to interact with
their learners. MAPEH teachers underwent training to equip them to
provide better teaching in the face of the COVID-19 threat. Still, teachers
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cannot simply ignore uncontrolled circumstances (Lagua, 2020). Despite

the challenges, educators continue to make learning possible, doing
everything they can to acclimate to the new normal

● Many groups like NEDA, UNICEF, parents, and private school sectors have
urged the national government to consider the reopening of schools in the
country (Chua, 2022; UNICEF, 2021; Bayod et al., 2021). They believed that
opening up our schools would contribute to the recovery strategy by providing
important social support, especially to vulnerable students (Bryant, Dorn, Hall
& Panier, 2020), and to regain a sense of normalcy (Gopez, 2021). It was cited
that among the ASEAN countries, the Philippines was the only country in the
region to have closed schools for more than a year. In December 2021, the
Philippine Department of Education (DepEd) decided to gradually open schools,
starting with 150 pilot schools in the country. Later more schools were included
in the expansion phase of the pilot program. While in the Bangsamoro region,
pilot face-to-face classes were conducted later, involving 33 schools last October
2021 (MBHTE, 2021).

● Conducting face to face classes under the new normal entails many
preparations and need to pass the School Safety Assessment (SSAT), a guideline
issued by the inter-agency task force on safe school reopening (Philippine Joint
Memorandum circular 1, S. 2021).

● However, the enormous task lies in teachers and other school personnel who
are at the forefront in conducting face to face classes. In addition to the
physical and safety preparations, the Philippine Department of Education has
emphasized the need for schools to provide psychological first aid (PFA) to help
students adjust to physical classes after two years of home-based learning.
However, since we have a shortage of PFA providers in school (Manza et al.,
2021), teachers are expected to provide these services in addition to their
teaching duties. These teachers who are the education front liners are
themselves experiencing stress due to COVID-19, which may influence the well-
being of their students (UNICEF, 2021). The apparent lack of studies on the
school reopening strategies also contributes to our limited understanding of
how best our schools can adapt to the new normal.

● One of the teachers’ abilities is to adapt in the face of adversity. Different

challenges arise, particularly during this difficult time, and teachers are still
adjusting to the new normal. As a result, teachers employ a variety of
coping strategies to deal with the difficulties they face. These coping
mechanisms assist MAPEH teachers in overcoming challenges and are a
great help in improving the situation. With the foregoing facts and
observations in the literature concerning the experiences of public
secondary school MAPEH teachers towards distance learning, this study will
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explore and understand the lived experiences of MAPEH teachers in the new
normal landscape of education as well as their encountered challenges and
their coping mechanisms, which will aid in the resolution of issues that may
arise during the implementation of the new normal where face to face classes
are not prohibited.

Literature Survey:
Research Variables: No. of References Read:
1. Lived Experiences of MAPEH teachers 4
2. Challenges Encountered 3
3. Adaptive Strategies 3

Theory:

Social Constructivism Theory

Gap Analysis on the Literature:

Even though previous studies and literature show exploration on the

lived experiences of public secondary school MAPEH teachers and examined
how the MAPEH teachers overcome the challenges in teaching in the new
normal, the researcher was not able to encounter any studies done locally.
Hence, the aim of this phenomenological study is to explore and find out the
experiences of the public secondary MAPEH teachers in the new normal.

Definition of Terms:
● LIVED EXPERIENCES – refers to how the public secondary school
MAPEH teachers make sense of their experiencesin teaching in the new
normal.

● CHALLENGES – refers to the difficulties identified by public secondary

school MAPEH teachers teaching in the new normal

● ADAPTIVE STRATEGIES– refers to the public secondary school MAPEH

teachers coping mechanism in facing the encountered challenges in the
new normal landscape of education.

● PHENOMENOLOGICAL INQUIRY – refers to the strategy of which the

researcher identifies the essence of lived experiences about a
phenomenon
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● PUBLIC SECONDARY SCHOOL MAPEH TEACHERS– They are the

participants in this study who are actively engaged in the profession of
MAPEH instruction at the time the study is being carried out.

Problem Area:

This study aims to explore and understand the lived experiences of

public secondary MAPEH teachers in the new normal.

Research Question:
With the problem stated, this study seeks to provide an answer to this
research questions: What are the lived experiences of public secondary MAPEH
teachers in the new normal? What are the challenges encountered by the
teachers in teaching MAPEH in the new normal ? and What are the adaptive
strategies utilized by the MAPEH teachers on the challenges they have
encountered in teaching MAPEH in the new normal?

Methodology:

This study will utilize the Transcendental Phenomenological Method as

an approach. Phenomenology is qualitative research that focuses on
investigating a person's lived experiences - both what was experienced and how
it was experienced (Neubauer et al., 2019). The research will center on the lived
experiences of the MAPEH teachers in the new normal . The descriptive
technique aims to carefully explain and grasp the sensations being lived
through. After the raw data has been acquired, a complete phenomenological
psychological examination of the data will take place (Morley et al., 2017). The
researcher will gather the data through criterion sampling, in-depth semi-
structured interviews, and documentation. Using personal reports, the
researchers sought to understand key themes and descriptions.

Research Design:

Site of the Study:

This study will be conducted to the public secondary MAPEH teachers of
________________________.

Selection of Participants:
The study will be utilizing the purposive sampling. Purposeful sampling
is a technique widely used in qualitative research for the identification and
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selection of information-rich cases for the most effective use of limited

resources (Patton, 2002). This involves identifying and selecting individuals or
groups of individuals that are especially knowledgeable about or experienced
with a phenomenon of interest (Cresswell & Plano Clark, 2011).

Data Measure:
The main instrument that will be used in gathering data will be a semi-
structured interview guide. The overall purpose of using semi structured
interviews for data collection is to gather information from key informants who
have personal experiences, attitudes, perceptions, and beliefs related to the
topic of interest (DeJonckheere et. al., 2019). The researcher will seek subjects
that have had an experience but differ in their qualities and personal
experiences (Moser and Korstiens, 2017).

Data Gathering Procedure:

An in-depth face-to-face semi-structured interview will be conducted to

the public school secondary MAPEH teachers to gather more detailed
experiences. Participants had the language choice in responding. The interview
will be conducted one secondary school MAPEH teachers at a time. All the
public secondary MAPEH teachers will be interviewed using the interview
guide. The participants will be interviewed and the interview sessions will be
audio-taped. The interview will be scheduled on the time and place of their
convenience. Average running hours of one and a half of interview sessions per
teacher will be spent for the interview. Further interviews will be determined
after analysis of the data. A follow up in-depth interviews will be done to
explore more detail patterns with regard to their workplace and life
experiences.
All interview sessions during the actual data gathering will be
transcribed, coded, and organized into themes. The first step of the analysis
process is to transcribe the audio recorded files from the interviews to a Word
document format. The audio files will be carefully listened to repeatedly and
each word will be written down. This compilation of the material will be used
for the analysis process.

Mode of Data Analysis:

The researchers will analyze the data using Moustakas' phenomenological
data analysis approach. The overall approach entails preparing data for
analysis, phenomenologically reducing the data, participating in creative
variation, and finding the core of the experience (Cabal, 2018).

Ethical Considerations:
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In the conduct of this study, the following procedures will be undertaken:

The researcher will ask permission from the Schools Division Superintendent
of Schools Division Office of ___________________. After permission is granted,
the interview will be conducted personally by the researcher with the
participants. Informed and voluntary consent is a strategy for ensuring that
individuals understand what it means to engage in a certain research project
so that they may make an informed, deliberate decision about whether or not
to participate. As a result, the participants will be assured of their identity and
confidentiality, and they will be reminded that their participation is entirely
optional. Participants will also be reminded that they are free to withdraw at
any time and that they may opt not to answer any questions with which they
are uncomfortable. To verify findings, to assure validity as well as meeting the
criterion on confirmability, a member check will employ. Member checks will
be used to establish trustworthiness of the data collection and analysis.
Member checks will be conducted by teacher participants. They will be
examined the results and agreed the findings are consistent with his or her
experiences. Member checking will be done to establish the validity of the
research findings. Draft of the coded data and themes will be given to the
teacher participants and will be asked them to comment on the categories
check the accuracy of the information.

================================================================

Prepared by: MARVILYN R. SALVOSA-ARQUERO Date: ____________________

Proponent’s Signature over printed name

Noted: DR. JUNER WINDEL M. VALDEZ Received: DR. WILFRED F. CABAUATAN

Thesis I /Dissertation I Professor Dean, School of Advanced
Studies
Date: ___________ Date: ________________

Schedule of Title Defense: _____________________

References:

Bayod, R.P., Forosuelo, E.J.D., Morante, J.P., & Guerrera, M.C. (2021). Bracing
for the new normal or postnormal? Challenges and aspirations of
indigenous parents for the education of their children. Eubios
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Journal of Asian and International Bioethics, 31(3), 161.

Cardullo, V., Wang, C., Burton, M., & Dong, J. (2021). K-12 teachers’
remote teachingself-efficacy during the pandemic. Journal of Research
in Innovative Teaching andLearning, 4(1), 32-45

Chua, K. (2022). The total cost of COVID-19 and quarantines on the present
and future generations. National Economic and Development Authority

Dangle, Y. R. P., & Sumaoang, J. D.(2020). The implementation of

modular distance learning in the Philippine secondary public
schools. In 3rd International Conference on Advanced Research in
Teaching and Education,100,108.
https://www.doi.org/10.33422/3rd.icate.2020.11.132

DeJonckheere M (2019 Interviewing in primary care research: a balance of

relationship and rigour Family Medicine and Community Health
2019;7:e000057. doi:
10.1136/fmch-2018-0000570.1016/j.heliyon.2019.e02424

Lagua, B. (2020). Teaching in the new normal. The Manila Times.

https://www.manilatimes.net/2020/10/30/business/columnists-
business/teaching-in-the-new-normal/7887

Manza, N.S., Manza, N.S., Lacia, M.P., Cadiz, S.G., Albarico, D.E, Nudalo, R.L.,
& Capuyan, M.D. (2021).Mental health and psychological services for
learners in times of COVID-19 pandemic. International
Journal of Research Publication and Reviews, 2(12), 574-579

United Nation Children’s Fund-Philippines (2021) Filipino children continue

missing education opportunities in another year of closure.
https://www.unicef.org/philippines update August 25, 2021