Abstract

This study explores the preparatory measures, challenges, and best practices employed by elementary teachers during the full implementation of face-to-face classes in the post-pandemic era. Following the disruptions caused by the COVID-19 pandemic, schools faced the daunting task of transitioning back to in-person learning. Seven elementary school teachers participated in open-ended interviews to share their experiences. Using Colaizzi’s qualitative data analysis method, key themes were identified in three areas: preparatory measures, challenges, and best practices. The results revealed that teachers prepared by fixing school equipment and facilities, maintaining strong communication with parents, and developing self-equipped teaching skills. However, they also encountered significant challenges, including ensuring safe school environments, personal financial sacrifices due to limited government support, addressing student learning gaps, and dealing with insufficient parental involvement. Despite these challenges, teachers demonstrated resilience by motivating themselves, fostering optimism, engaging in effective communication with parents, and promoting cooperation among school personnel. This study highlights the crucial role of elementary teachers in managing the transition back to full face-to-face instruction and provides insights into their experiences. While the study fills a gap in the literature on post-pandemic education, its limitations include a small sample size and regional focus, suggesting further research to validate the findings in other settings. The insights gained from this study are valuable for educational leaders and policymakers to develop more effective strategies for supporting teachers and students in the evolving educational landscape.