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Abstract
An important aspect of the educational process is the language that is utilized as the medium of instruction. It affects both students' and teachers' ability to learn new information efficiently. The transition from mother tongue to English as a medium of instruction brings a variety of obstacles and difficulties among teachers and learners. According to the literature, teachers perform critical roles in any educational program. This study utilized the Husserlian Phenomenology research design in elucidating the lived experiences of teachers during the transition process. Coliazzi’s descriptive phenomenology was used in analyzing the participants’ experiences. Before collecting data, the researchers utilized bracketing and a purposeful sampling strategy to reduce researcher bias. There were seven (7) participants in this study when the data saturation was reached. The interview was conducted using a semi-structured questionnaire. Based on the data analysis, four emerging themes were extracted: The Gap, The Bridge, The Aftermath, and The Triumph. These themes are evident signs of how teachers managed and survived the transition hurdles. It is recommended for an educational institution to find ways and support teachers to enhance their language teaching skills.
