Phenomenological Exploration of English Teachers’ Experiences in Modular Distance Learning

This research paper described the lived experiences of English teachers in Modular Distance Learning. Specifically, the study tried to find out the views and experiences of English teachers in Modular Distance Learning (MDL), how the teachers face the implementation of MDL, and what intervention plan can be proposed for an effective implementation of MDL. The participants for this hermeneutical phenomenological study were eleven secondary English teachers. In-depth interviews were used to gather responses, and data were transcribed and eventually grouped into five major themes, with keywords and terms from participants supporting each theme. The five themes that emerged when identifying and describing the challenges and lived experiences of the respondents in MDL were Existential Discontent, Constraint and Lack of Control, Work-Life Balance Constraints, Mental Strain, and Physical Exhaustion. Although their responses demonstrated some differences in categories or terms that were identified, each response was still supportive of the five major themes. Key findings of this study revealed the impact of implementing MDL on the emotional, social, mental, and physical aspects of teachers.