CHALLENGES OF EARLY CHILDHOOD EDUCATORS IN THE NEW NORMAL MODE OF INSTRUCTION
Keywords:
Early Childhood Educators, New Normal Instruction, Challenges, Distance Learning.Abstract
Responses made worldwide in an attempt to reduce the spread of the COVID-19 pandemic like community lockdowns and community quarantines have caused disruption in the delivery of education. With the goal to sustain and provide quality education despite educational institutions being closed, the educational sector implemented the new normal educational policy. In the context of the new normal mode of instruction, with the teachers as key persons in its successful implementation, issues on whether they are facing problems and challenges in the process or not are triggered. The present study used the Phenomenological Analysis (PA) to explore challenges faced by early childhood educators in the new normal mode of instruction. Five early childhood educators teaching kindergarten from private and public schools were identified as key participants using purposive sampling and snowball technique guided by the following criteria: (a) have at least three years of experience as an early childhood educator; (b) have passed the Licensure Examination for Teachers (LET); (c) currently teaching, and (d) willing to participate in the study. Researchers were guided with phenomenological analysis which includes playing of the recorded transcript, encoding, re-reading of the encoded transcript, developing emergent themes, and looking for patterns across cases. After reading and analyzing of data, four major themes emerged from data: (1) Teaching Modalities Difficulties (2) Time Management; (3) Insufficient Support of Parents in the Implementation of the New Mode of Instruction; and (4) Difficulty in the Assessment of Learners.
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