Abstract
This study focused on the teaching experiences of elementary school teachers in the San Francisco Districts, in the Division of Quezon, both before and after the COVID-19 pandemic. Focusing on the challenges and opportunities faced by teachers, the study examined teaching effectiveness, student engagement, teacher training, access to resources, and work-life balance. A comparative analysis was conducted to assess changes in teaching practices and experiences before and after the pandemic. The findings revealed that while teachers generally exhibited confidence in their teaching skills before the pandemic, challenges such as student engagement and workload management persisted. However, post-pandemic, teachers demonstrated adaptability and improvement in teaching skills, along with an increased emphasis on technology integration and professional development. Despite improvements, disparities in resource access and workload concerns remained. The study concluded with policy recommendations aimed at enhancing technology infrastructure, professional development opportunities, and workload management strategies to support teachers and improve educational outcomes.
