Abstract
This study examined the difficulties faced and coping methods used by public elementary school teachers as they implemented modular distance learning, or MDL, in the context of the new normal. Six participants in this phenomenological study were selected following specific criteria for purposive sampling at Tuhian Elementary School. This study used a self-devise, semi-structured interview guide with two parts as its research instrument. Four master educators with Master of Arts in Education (MAEd) degrees attested to its validity. After the interview, the recorded responses were transcribed, analyzed, and interpreted to provide answers to the questions posed in this undertaking using Interpretive Phenomenological Analysis (IPA). Meanwhile, findings concurred that the challenges are inevitable; for, teachers encountered challenges regarding the implementation of MDL, which include the following: (a) late submission of self-learning modules and learning activity sheets submissions; (b) missing self-learning modules and learning activity sheets, (c) tracking and assessing the development of learners through summative and formative evaluation,(d) ignorance brought on by inadequate lack of communication channels, (e) uncooperative and unresponsive parents, and (f) lack of training inadequate internet access, time constraint, and distance from school. In regard, they employed coping mechanism strategies to address the challenges they encountered, which include, being optimistic, resilient, and enhancing collaborative skills. Based on the results of the study, an improved coping mechanism framework was developed.
