Teachers’ Lived Experience in Transition of Classes into Flexible Learning

An integral part of an educational institution is the teachers, and they hold a significant responsibility in shaping the future of their learners. Their unique perspectives on the transition of classes can offer valuable insights to improve the overall learning experience. The purpose of the study is to determine the benefits, challenges, and the coping mechanism in the transition of classes into flexible learning modality from the lived experiences of private school teachers. The study utilized qualitative phenomenological research design. Based on the findings, three themes appeared from the lived experiences of teachers which are: (1) Teacher’s advantages in using different modalities in the transition of classes. (2) Struggles encountered by the teachers in the transition of classes using different modalities. (3) Coping mechanism of teachers to handle and manage difficulties they faced during the transition of classes into flexible learning. It is concluded that the teachers were more flexible, adaptive to the situation, and engaged in the new learnings in the transition period. Teachers find ways on how to handle and manage to cope with those difficulties that arise during the transition of classes into flexible learning. The struggles undergone by the teachers make them more efficient and effective in the way of delivering quality education for the learners.