BALANCING ACTS: EXPLORING THE DUAL ROLES OF MARRIED TEACHERS IN GEOGRAPHICALLY ISOLATED AND DISADVANTAGED AREAS (GIDA)

Carlamae G. Abdon, Jeannet E. Canda

Abstract


The purpose of this qualitative multiple-case research study was to unfold the multifaceted experiences, coping, and insights of educators during the full in-person education, focusing on their narratives and strategies to combat the challenges and opportunities brought about by this educational crisis during the pandemic. There were seven (7) teacher participants utilized in this study using the purposive sampling technique, and each of them underwent an in-depth interview using a semi-structured interview guide to gather data. The study presented a deep exploration of their perspectives and actions. The key findings emerged from the data: unity and collaboration in education, and supporting academically challenged learners through collaboration. The findings highlighted the importance of unity and collaboration within the educational community, the benefits of professional learning communities, interdisciplinary collaboration, mentorship, and fostering a positive school culture. The educational findings also probed strategies employed by teachers to support academically challenged learners during the pandemic and stressed the importance of combined efforts with parents and learner-centric approaches. They recognized the vital role of parents in creating conducive learning environments and emphasized the need for differentiated teaching strategies to accommodate diverse learning styles and abilities. This study would contribute valuable insights into the evolving environment of education during a global crisis. The narratives and experiences shared by educators offer practical implications for enhancing educational practices and resilience in the face of future challenges in the field of education.

 

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Keywords


educational management, dual roles, balancing work-life balance, married teachers in GIDA, multiple case, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i8.6153

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