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| Formato: | Recurso digital |
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Zenodo
2026
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| Acceso en línea: | https://doi.org/10.5281/zenodo.18733375 |
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- <h1><strong>Abstract</strong></h1> <p><strong> </strong></p> <p>Background: After extended school closures, the Philippines piloted limited face-to-face classes, which affected skill-based subjects like Technology and Livelihood Education (TLE). Objective: To explore the lived experiences of TLE teachers during limited face-to-face classes in a rural public secondary school. Methods: A qualitative study using Husserlian descriptive phenomenology was conducted at Pilar National High School (Cebu Province Division), SY 2021–2022. Semi-structured one-on-one interviews were audio-recorded with consent and analyzed using Colaizzi’s seven-step method; trustworthiness was ensured through credibility, transferability, dependability, and confirmability strategies; ethics approval was granted by the University’s Research Ethics Committee. Results: Three themes emerged: (1) Limited F2F as a challenge (loss of collaboration and laboratory practice; compressed time; mask-related communication issues); (2) Teachers develop a new paradigm (flexibility, technology-supported instruction, home-based performance tasks with analytic rubrics); and (3) Re-establishing interpersonal relationships (closer teacher–student interaction, immediate feedback, social reconnection). Conclusion: Despite constraints, teachers adapted with creative strategies and valued the relational benefits of in-person contact; findings support practical lesson exemplars and targeted capacity-building for TLE under constrained conditions.</p> <p><strong>Keywords:</strong><strong> </strong>TLE; phenomenology; limited face-to-face; rural secondary school; Philippines</p> <p> </p>