Post-Pandemic Challenges and Coping Mechanisms of TLE and TVL DepEd Teachers: A Phenomenology Study

Abstract

The COVID-19 pandemic fundamentally altered the teaching landscape, presenting unique challenges for Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood (TVL) teachers. This study explores the lived experiences of these educators during the post-pandemic period, focusing on their coping mechanisms and well-being amidst the demands of hybrid teaching models. Using a phenomenological approach, we conducted in-depth interviews with six TLE and TVL teachers from public schools in the Philippines. Data were collected through semi-structured interviews, transcribed verbatim, and analyzed using thematic analysis to identify recurring patterns and coping strategies. Rigorous procedures ensured trustworthiness and accuracy. The findings revealed that the TL and TVL teachers experienced challenges in navigating emotional and professional struggles, in delivering effective instruction, and in balancing administrative and teaching responsibilities. To cope with these challenges, the tachers thrived by balancing administrative and teaching responsibilities, strengthening relationships amidst challenges, and sustaining purpose and motivation. The teachers also faced significant emotional and workload-related challenges that impacted their professional satisfaction. The study underscores the need for targeted support systems to address resource limitations, enhance professional development, and promote teacher well-being. By identifying effective coping mechanisms, this study provides actionable insights for curriculum enhancement, professional improvement, and policy development to support TLE and TVL educators in hybrid learning environments.