Abstract
The purpose of this study was to find out the lived experiences, coping mechanisms, insights of GURO21 flexible learning program completers. The researcher conducted in-depth interviews among eight key participants and a focus group discussion among eight participants of GURO21 completers of General Santos City Division, using the qualitative phenomenological method. Key participants were made to sign informed consents with the assurance of anonymity and confidentiality. The results of the interview were transcribed, translated to produce themes. Analysis of the transcriptions generated 23 emergent themes and 117 clustered themes. Based on the results of the study, eight emergent themes emerged from the participants' narratives concerning their experiences during the GURO21 flexible learning program. The emergent themes are the Upgrade Essential Teaching Skills, Platform for Personal Transformation and Growth, Navigate Challenges into Opportunities, Avenue to Become Tech-Savvy, Provides a Multi-Modal Learning Experience, Leads Teachers to Do Extra-effort, Fosters Interaction and Knowledge Sharing. In terms of participants coping with the challenges in completing the flexible learning program, five emergent themes emerged: Prioritize what Matters Most, Enhance Time Management, Seek Career Support from Others, Apply Learning into Real-Life Scenario, Employ Optimism. Lastly, in terms of the insights of GURO21 completers seven emergent themes emerged: Practice Being a Lifelong Learner, Unleash Great Potential Within, Joining GURO21 is Beneficial, Learn to Adapt Changes, Introducing New Teaching Strategies is a Must, Professionalism is Develop, Becoming a Tech-Savvy can Be Learned. The results and discussion of this study imply that GURO21 is a transformative journey for its completers, there is a need for continuous professional development and lifelong learning among educators, emphasizing the importance of investing in educators' growth.
