- By Gleason B. Parcia
ABSTRACT
Solo parents need to be called on their unique roles and responsibilities as para teachers on their youngsters engaged in modular distance learning in basic education during this transition period. The participants were those who were left alone with the responsibility of parenthood due to death, detention, mental incapacity, or legal separation from their spouse. Moreover, it also refers to women who became pregnant due to abuse as stated in the Solo Parent’s Welfare Act or Republic Act 8972. Furthermore, the participants were solo parents with only one or two youngsters enrolled in the elementary level and were elementary graduates. Moreover, this phenomenological study using Braun & Clarke thematic analysis was to conduct an in-depth exploration of the lived experiences of solo parents focused on the challenges and the coping mechanisms that they encountered in modular distance learning of their youngsters during the transition period. The findings for the challenges were difficulties in teaching for not understanding the lesson, unable to read and write, and inadequate time with their youngsters. In addition, the coping mechanisms were seeking help from the net, neighbors and siblings, telling the youngsters to do it by themselves, and doing collaborative learning with the youngsters. Thus, solo parents may inquire the school administrators for any program that may enhance and develop their literacy in this new modality as para teachers and may make use of attending literacy conferences as their training ground and have a deeper understanding of concepts that they will learn using the module.