This study explores the lived experiences of
private high school teachers confronted with the new
challenges due to the Covid-19 pandemic. It also seeks to
determine the participants’ profile in age range by
generation, relevant training attended, the highest level
of education attained, years in service, and module
involvement. The researcher also investigates the
participants’ problems experienced in work-family
conflict, opinions on support by a supervisor, views on
distance education, and what had been gained from the
experiences. Ten (10) teachers from Buenavista Institute
and 20 teachers from Saint James High School
participated in the study. The researcher employed
purposive sampling and applied statistical tools such as
frequency, percentage, and thematic analysis. Findings
show that the millennials garnered the highest
percentage among the participants, and 50% were
trained at the national level. Nineteen (19) out of 30
participants obtained baccalaureate degrees, and in
terms of module involvement majority of them were
module users and developers. Further probing indicates
that a large percentage of the participants claimed to
balance work and family life. The supervisor and school
heads provided emotional and essential support in
meeting the demands of modular distance learning
(MDL). In addition, participants viewed distance
education as having many flaws and being burdensome,
including difficulties in delivering lessons and challenges
in conducting the lessons, but they still coped. At the
peak of the Covid-19 pandemic, the sudden transition
from face-to-face to distance learning caused different
implications for teachers’ time management,
complications in the responsibilities at home and school,
and support utilization.
Keywords :
MDLM, Work Home Conflict.