Abstract
This study explores teachers’ emotional journey on emergent transition from modular to face-to-face learning at Tboli 1 District, South Cotabato. There are 15 participants were invited for in-depth-interview (IDI) and 10 participants for focus group discussion (FGD). This study employed phenomenological research method. The data gathering tool contained formulated interview guide that asks questions about their thoughts on probing lived experiences on emergent transition of learning for in-depth-interview (IDI) and focus group discussion (FGD). The results revealed upon thematic content analysis that a teachers’ emotional journey on emergent transition have three emerging themes which includes difficulties on the delivery of teaching and learning; character building and personality development and efforts made in response to the ongoing challenges. Themes were discovered that can be connected to practical implications of this study when dealing with teachers’ emotional journey on the emergent transition from modular to face-to-face learning. It can be concluded that researchers, educators, and legislators must choose long-term solutions that take years to create over immediate gains on tests that gauge children's enthusiasm and readiness to learn if they hope to improve the learning capacities of children. An early and persistent focus on the development of background knowledge, vocabulary, inference, and comprehension monitoring skills is necessary to improve children' learning throughout grade levels. Teachers rarely use evidence-based teaching strategies in the classroom, despite decades of study on students' motivation to learn. Education leaders must improve professional development and teacher preparation programs to guarantee that educators are equipped to satisfy the literacy demands of their pupils through the application of evidence-based methods.