Abstract

Aims: This research focused on identifying challenges faced by public elementary and secondary school teachers after the pandemic, as they tried to address the learning gaps found among students and the potential risks these challenges posed to their learning. Study Design: The study followed a qualitative approach, specifically utilizing a phenomenological design. Place and Duration of Study: This was conducted in selected public elementary and secondary schools in Abuyog, Javier, and MacArthur Leyte while teachers were addressing learning gaps among students during the school year 2022. Methodology: A total of 25 teachers from elementary and secondary schools willingly participated in the study through convenience sampling. Researchers employed a survey method using researcher-made semi-structured questionnaires distributed through Google forms and various social media platforms. Data analysis was conducted using the method of Colaizzi (1978). Results: The findings revealed that elementary teachers faced challenges such as learners' lack of interest and attention, teachers overlapping tasks, the complexity of students' learning needs, and inadequate support from parents or guardians. Secondary school teachers encountered difficulties including students' low motivation, teachers’ overlapping tasks, insufficient administrative support, and the complexity of students' learning needs. These challenges were found to have potential risks to students' learning, impeding their learning progress and potentially leading to permanent disconnection from school. Conclusion: This study concluded that teachers were struggling in addressing learning gaps among students after the pandemic. The need of allowing them to concentrate in teaching struggling learners must be given importance by school administrators. Strong collaboration between teachers, parents or guardians and other stakeholders in fostering student motivation to continue their education must also be prioritized.