Travails of Non-Major Social Studies Teachers in Modular Distance: Lessons and Pedagogical Implications

Jessa Grace R. Alagase; Rhey Mark H. Diaz

doi:10.36948/ijfmr.2025.v07i04.51273

Travails of Non-Major Social Studies Teachers in Modular Distance: Lessons and Pedagogical Implications

Author(s)	Ms. Jessa Grace R. Alagase, Dr. Rhey Mark H. Diaz
Country	Philippines
Abstract	This study focuses on the lived experiences, challenges, and coping strategies of non-major social studies teachers within the framework of the Lupon East District, Schools Division of Davao Oriental, which implements modular distance learning (MDL). The COVID-19 pandemic made it neces-sary to move from face-to-face modality to MDL, resulting in a learning envi-ronment where numerous teachers were allocated subjects beyond their are-as of expertise. Utilizing a qualitative, phenomenological methodology, data were collected through in-depth interviews and focus group discussions with twelve (12) non-major social studies teachers. The findings identified multiple interrelated concerns, including insufficient material knowledge, difficulties maintaining student involvement, and issues with evaluation procedures and resource constraints. To address these challenges, teachers implemented strategies like collaboration with colleagues, utilizing online resources, modify-ing educational materials, and enhancing communication with students and parents. The study emphasizes the significance of continuous professional development tailored to non-major teachers, establishing supportive mentor-ship frameworks, and providing accessible resources to strengthen instruc-tional proficiency. The resilience and commitment of teachers are pivotal to the success of MDL, underscoring the broader implications for educational policy, curriculum planning, and teacher deployment. Ultimately, this research recommends systemic improvements in teacher training and support to sus-tain the quality of social studies education and optimize student learning out-comes despite role misalignments.
Keywords	non-major teachers, social studies education, modular distance learning, teacher challenges, instructional strategies, professional development, Philip-pines
Field	Sociology > Education
Published In	Volume 7, Issue 4, July-August 2025
Published On	2025-07-17
DOI	https://doi.org/10.36948/ijfmr.2025.v07i04.51273
Short DOI	https://doi.org/g9tz62

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Travails of Non-Major Social Studies Teachers in Modular Distance: Lessons and Pedagogical Implications

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