Assessing the Sustainability of the Shift: Liberian Junior and High School Teachers' Competencies in Hybrid Classroom Management Post COVID-19

The corona-virus outbreak in early 2020 accelerated the global shift to hybrid education. Little is known about the sustainability of this shift in specific pedagogic areas, such as hybrid classroom management, in emerging economies. This paper aimed to assess the sustainability of this shift by evaluating the hybrid classroom management skills of Liberian junior and high school teachers following the COVID-19 pandemic. Using a Hermeneutic Phenomenological Design (HPD), data were collected from twenty-six educators through 26 interview sessions. A Reflexive Thematic Analysis (RTA) was used, which revealed significant gaps, particularly inadequate digital infrastructure, the lack of structured official digital programs in schools for practical implementation, and insufficient professional development programs for teachers. Based on their professional experiences, the educators recommended the following: a clear Ministry of Education policy on hybrid learning, as well as substantial improvements to digital infrastructure, internet, and power supply. The results highlight crucial elements to raise teacher quality and sustainability in teacher education, offer recommendations for the creation of modern methods, and give policymakers in Liberia and other developing nations useful information about the current situation. By so doing, this paper also advances the discussion on real-world applications of Sustainable Development Goal (SDG4) for quality education in emerging economies.