Abstract
This case study aimed to determine the challenges encountered by far-flung Integrated Schools of South Glan District in modular learning of the academic year 2020-2021. The participants of this study were the five teachers of far-flung integrated schools, specifically from South Glan District, Glan, Sarangani Province. The selection of the participants used was purposive sampling. This study employed qualitative case study since the researcher went to a particular setting of interest to collect the data and describe the natural setting of data together with the key instrument. In the study, three main questions were formulated explore the experiences, coping mechanisms, and the insights gained by the five participants of this study. Collectively, the experiences encountered by teachers of fur-flung area in modular distance learning were able to formulate the following emergent themes, stressful, difficult, fulfilling, satisfied, challenging, hardships, and grateful and overwhelmed. Moreover, the coping mechanism of teachers were able to formulate a following themes, optimism, parental involvement, external support, balancing roles, time management, and listening to others. Furthermore, the insights of teachers in far-flung area were able to formulate the following emergent themes, realization, hopeful, be flexible and adaptable, open communication, importance of innovating new strategies, effective home visitation, and positive outlook. Thus, the result of this study revealed that teachers have a range of challenges in implementing this new learning modality to their professions in this time of pandemic. Their personal experiences have been stated. Teachers largely emphasized how stressful it was for them to deal with the pandemic's quick transition.
