The Philippine education system has faced a profound transformation during the COVID-19 pandemic. Educators were at the center of this sudden change, had to rapidly learn how to navigate new digital tools, rethink their teaching approaches, and manage the mental strain of being separated from work. This study synthesized the teachers’ post-pandemic experiences between 2023 and 2025 across the country at different school levels. The PRISMA flow diagram was used to identify the qualitative studies being meta-synthesized. The eleven studies were screened and selected using the Critical Appraisal Skills Programme (CASP) checklist for systematic review. Continuing education sustainability in the post-pandemic was identified as the meta-theme employing Braun and Clarke’s thematic analysis. Three themes emerged, namely, post-pandemic educational transformation and pedagogical adaptation; teacher-students’ resilience; and teachers’ professional development and its stakeholders’ shared efforts. Subsequently, eight sub-themes emerged from the themes mentioned, namely: integration of technology and availability of devices, emergence of new learning modality, instructional innovation through creative lesson planning and redesigning, teachers’ effectiveness in ensuring students’ well-being, teachers’ way of managing emotional labor, institutional support for teachers’ training, webinars, seminars, and further studies, stakeholders’ support to teachers, and teachers’ struggles on their duties, resources, and timeliness. This study highlights teachers’ pedagogical adaptations, resilience, and continuing professional development in the post-pandemic educational landscape in the Philippines.
Abanid et al. (Wed,) studied this question.