ABSTRACT
This phenomenological study explored the experiences and challenges of purposely chosen fifteen teachers during virtual meetings as the basis for developing an intervention program in the District of Tigbauan, Schools Division of Iloilo. Participants participated in in-depth interviews guided by a validated researcher-made interview schedule. Data were interpreted through thematic analysis. The results showed that instructors' experiences in virtual meetings were characterized by both chances for professional development and collaboration and difficulties with internet connectivity, multitasking, technical proficiency, and participation. Teachers used proactive coping mechanisms such ingenuity, emotional control, and reliance on the support of stakeholders and the school head to show resilience, adaptability, and professionalism in the face of these obstacles. The recent DepEd ARAL Program Intervention Program in response to these findings. This program focuses on developing capacity in digital literacy, adaptive management, and psychosocial well-being.
Keywords: Virtual Meetings, Teacher’s Experiences, Challenges, Intervention Program
INTRODUCTION
The transition to virtual meetings has significantly reshaped professional interactions among elementary teachers, particularly in the realms of training, administrative discussions, and collaboration. While virtual meetings offer accessibility, flexibility, and cost-effectiveness, they also present unique challenges that may hinder effective communication, engagement, and overall productivity. Despite existing research on virtual meeting best practices, communication barriers, and organizational commitment, a gap still exist in comprehending the specific experiences and challenges of elementary teachers in this setting, particularly in the Philippine educational context.
Existing research highlights best practices for virtual meetings, such as structured agenda and active participation strategies, but these are primarily designed for professional industries rather than elementary education (Rubinger et al., 2020). Studies also identify common virtual team challenges, including technological issues, lack of interaction, and miscommunication, yet they do not specifically address teachers' experiences (Morrison-Smith & Ruiz, 2020).
While organizational commitment influences the perceived effectiveness of virtual meetings, prior research has mainly focused on general professionals rather than elementary educators (Prasetyo et al., 2022). Studies on virtual learning highlight technical and engagement challenges, they primarily examine higher education rather than the specific needs of elementary teachers in professional meetings (Derasin et al., 2021). These gaps emphasize the need for research tailored to elementary teachers' virtual meeting experiences.
While the Department of Education (DepEd) has issued various policies and guidelines on professional development and virtual engagements, there remains limited research on how effectively these policies address the real-time challenges faced by elementary teachers in virtual meetings. The extent to which these policies provide adequate support and training remains unclear, highlighting another gap in the literature.
Given these deficiencies, this investigation aims to address the gap by examining the experiences and challenges of elementary teachers during virtual meetings. By identifying key challenges and opportunities for improvement, this research will serve as a foundation for an intervention program designed to improve the effectiveness, engagement, and experience of teachers in virtual meetings. This study aims to enrich the body of knowledge by offering context-specific insights and practical recommendations to assist elementary teachers in effectively navigating the virtual environment for professional collaboration.
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