Master Thesis

This study aimed to describe how teachers gave meaning to their transition experience to the new normal education system amid the COVID 19 crisis. Using transcendental phenomenological approach to qualitative research by Moustakas (1994), the researcher sought to explore the life world of seven (7) public school teachers who participated in individual interviews and focus group discussions and provided formal responses for the study. Interview data were collected and analyzed to offer textural-structural descriptions and the essence of the transition experience. The result revealed thirty-eight (38) significant statements forming six (6) essential themes: 1.) feeling of anxiety and stress, 2.) commitment to work, 3.) high volume workload, 4.) communication constraints, 5.) strong support system, and 6.) embracing new technologies which emerged among participants' testimonies. In turn, these themes and underlying structures were used in developing a systematic transition model as basis for planning during an education crisis to help teachers cope better with transition. The implications were discussed and further recommendations were made along with suggestions for future research.