Abstract. The COVID-19 pandemic imposed significant emotional strain on science instructors, yet research on their burnout experiences remains limited. This study examines their emotional challenges, coping strategies, and sources of motivation. Key Informant Interviews were conducted with eight science instructors from Higher Education Institutions in Digos City, Davao del Sur, using a qualitative phenomenological approach during the 2021-2022 academic year. Participants were selected based on their teaching experience during the pandemic, and thematic analysis was used to interpret the data. Findings revealed three key challenges: (1) work stress due to difficulties in teaching-learning modality, overwhelming school workloads, and student misbehavior; (2) mental and emotional distress, including frustration and fear of infection; and (3) challenges in managing student behavior. To cope, instructors used self-regulation strategies such as self-motivation and redirection, along with seeking social support from family and nonfamily members. Faith, optimism, and professional commitment were key motivators for resilience. This study underscores the need for stronger institutional support systems to mitigate instructor burnout. Enhancing mental health programs, improving workload management, and fostering peer support networks can better equip educators to handle future crises.

Keywords: Teachers’ burnout; Pandemic; Phenomenology, Science teachers.