The Status of Progressive Expansion of the Face-to-Face Classes during the New Normal in Public Elementary School: Management Plan

The implementation of the progressive expansion of face-to-face classes during the new normal brought different learning opportunities among the teachers and parents, which affected the teaching-learning process. This study assessed the status of the progressive expansion of face-to-face classes during the New Normal Public Elementary Schools of Moalboal District as a basis for a management plan. This study utilized the triangulation mixed method research design, which follows a non-sequential gathering of data. The quantitative research design used in this study was descriptive-correlational and descriptive qualitative for analyzing the interview transcripts. There were 173 teachers and 5 parents who participated in the study. Pearson-r was used to establish the significant relationship between the variables identified in the study. Descriptive Analysis adapted from Colaizzi’s (1978) descriptive phenomenology research design was employed to analyze the authentic experiences elicited from the participants. The findings of the study showed that age, highest educational attainment, and years of experience established a significant relationship with 0.00, 0.00, and 0.02 p-values consecutively. For the qualitative data, there were 3 themes generated, namely Poor, Pause, and Persistence. With this, it is important to create a management plan to address the different emerging challenges encountered during the implementation of the progressive expansion.