Aug 2026· International Journal of Innovative Science and Research Technology· 0 citations· 138 references
Abstract
This qualitative inquiry explored the lived experiences of Grade VI public elementary school teachers in
addressing academic difficulties among learners. Anchored in a phenomenological approach, the study aimed to uncover
how teachers guide and support struggling students amid the growing demands of the 21st-century classroom. Data were
gathered through In-Depth Interviews (IDI) and Focus Group Discussions (FGD) with ten purposively selected
participants from the Langilan District, Division of Davao del Norte, each having at least five years of teaching experience.
Through Thematic Analysis, three major themes emerged: building meaningful teacher-student relationships,
implementing differentiated instruction, and displaying patience, emotional regulation, and encouragement. Coping
mechanisms included fostering collaborative reflection, setting realistic expectations, and seeking administrative and
institutional support. Teachers also demonstrated strategic leadership, integrated technology-supported engagement, and
exhibited adaptive patience in guiding learners. The findings offer practical implications for improving instructional
practices, teacher support systems, and educational leadership, particularly in addressing the needs of academically
challenged learners in public elementary education. To broaden its impact and contribute to educational practice and
policy, the publication of this study in a reputable academic journal is strongly recommended.
This qualitative study employed a phenomenological research design to explore the lived experiences of English
teachers regarding the challenges, coping mechanisms, and educational management insights in implementing
collaborative learning with Peer-Assisted Instruction (PAI). Using purposive sampling, ten (10) junior high school English
teachers were selected to participate in in-depth interviews (IDI). Thematic analysis was employed to analyze the data and
identify recurring patterns across participants' responses. Findings revealed three primary challenges encountered by
teachers in facilitating collaborative learning with PAI: lack of student readiness and motivation, student behavioral
issues, and assessment challenges. In response to these challenges, participants employed coping mechanisms such as using
structured lesson planning, strengthening professional collaboration with colleagues, and fostering student-led goal setting.
The study uncovered significant lessons, highlighting the importance of institutionalizing collaborative learning
frameworks, addressing the need for continuous teacher training and coaching, and providing administrative support to
address student behavioral concerns. The results underscored the complexities of implementing collaborative learning
with PAI and offer practical implications for school leaders, policymakers, and educators in enhancing instructional
practices and support systems within English language classrooms.
Wenie Jane L. Rubillar· International Journal of Inn...· 0 citations
This study investigates the lived experiences of elementary teachers engaged in inclusive classrooms, focusing on their work with learners with special needs. Employing a qualitative phenomenological approach, data were gathered through in-depth interviews with teachers from selected schools in the Philippines, aiming to capture the richness and complexity of their day-to-day professional experiences. The findings reveal that teachers face multifaceted challenges, including limited formal training in special education, inadequate instructional and assistive resources, large and heterogeneous class sizes, and difficulties in meeting the diverse cognitive, social, and emotional needs of learners. Despite these obstacles, participants demonstrated considerable resilience, resourcefulness, and creativity by implementing adaptive instructional strategies, individualized learning plans, peer support mechanisms, and flexible pedagogical approaches tailored to learners’ unique abilities and readiness levels. Moreover, teachers employed coping strategies that involved collaborative problem-solving with colleagues, proactive engagement with parents, reflective practice, and continuous professional development, highlighting the importance of social and institutional support in sustaining inclusive practices. The study emphasizes that the effectiveness of inclusive education depends not solely on policy mandates but also on teacher preparedness, systemic institutional backing, and active collaboration among all stakeholders, including school leaders, families, and support networks. These findings underscore the critical role of teachers as central agents in translating inclusion policies into meaningful classroom practice while also pointing to the necessity of comprehensive professional development, resource allocation, and supportive school structures to optimize learning outcomes for learners with special needs. Ultimately, this research contributes to a nuanced understanding of inclusive education in practice and offers implications for policy, training, and school-level interventions.
Novelyn B. Humilde· International journal of res...· 0 citations
This qualitative phenomenological study examined teachers’ lived experiences of integrating technology into classroom instruction. It explored their perceptions of technology use, the challenges they encountered, the adaptive strategies they employed, and the meanings they ascribed to technology integration in instructional practice. Data were collected through in-depth semi-structured interviews with selected teachers and analyzed using thematic analysis. Findings revealed that technology integration is a context-dependent and pedagogically mediated practice shaped by structural constraints and teacher agency. Participants reported persistent challenges related to unstable internet connectivity, limited access to devices, and inadequate technological resources, which constrained the effective use of digital tools in classroom instruction. Despite these limitations, teachers demonstrated adaptability by employing alternative strategies such as offline resources, scaffolded instruction, peer collaboration, and flexible lesson planning to sustain student engagement and learning continuity. Technology was perceived as beneficial in organizing instruction, clarifying concepts, and increasing learner participation when purposefully aligned with instructional objectives. The findings further underscored the role of reflective practice in enabling teachers to evaluate and refine their technology integration strategies. Participants also emphasized the need for sustained professional development to strengthen their technological and pedagogical competencies. Effective technology integration emerged not as the simple adoption of digital tools but as a deliberate, context-sensitive process of aligning technology with pedagogical goals, learner needs, and classroom realities. In response, the study proposes a context-based Technology Integration Enhancement Program to support teachers through capacity-building, collaborative learning, and reflective professional development. The study contributes to the literature on technology integration in resource-constrained educational settings and offers practical insights for strengthening teacher support and instructional practice.
Dawn Yvonne Allonar, Rizaldy Medina· The International Review of...· 0 citations
Teaching Indigenous learners requires educators to respond to diverse cultural, linguistic, and contextual realities while fostering equitable and inclusive learning environments. This study explored teachers' narratives of overcoming challenges and finding professional fulfillment while working with Indigenous learners and their parents in the Alabel 2 District, Division of Sarangani, Philippines. Guided by Vygotsky's Sociocultural Theory and qualitative narratology, the study employed a qualitative research design to examine how teachers constructed meaning from their lived experiences. Five elementary teachers were purposively selected based on their direct experience teaching Indigenous learners. Data were gathered through semi-structured in-depth interviews and analyzed using narrative thematic analysis. The findings generated three clustered themes: challenges, strategies, and insights. Teachers identified insufficient instructional resources and limited parental engagement as the primary challenges affecting culturally responsive instruction. To address these constraints, participants adopted diverse instructional strategies, including technology and multimedia integration, collaborative learning, experiential activities, flexible teaching approaches, and the incorporation of Indigenous knowledge and cultural practices into classroom instruction. The narratives further revealed that teachers derived professional fulfillment from creating positive learning environments, adapting instruction to learners' diverse needs, witnessing learner growth, and respecting Indigenous culture and identity. These findings demonstrate that culturally responsive, relationship-centered, and community-engaged teaching strengthens both learner development and teachers' professional resilience. The study contributes to Indigenous education scholarship by providing narrative evidence of teachers' lived experiences in culturally diverse educational settings. The findings further highlight the need for sustained institutional support through culturally relevant instructional resources, professional development, and strengthened school–community partnerships to enhance educational equity, cultural inclusion, and the holistic development of Indigenous learners.
Shiela Mae Gallaza, Jocelyn S. Jimenez· Psychology and Education: A...· 0 citations
This qualitative research study examined the reading intervention practices and coping mechanisms of primary
grade teachers in addressing the needs of struggling readers in Mati Central District, Division of Mati City. Grounded in a
phenomenological approach, the study explored the lived experiences of ten teacher-participants through in-depth
interviews and focus group discussions. The participants were selected based on their extensive teaching experience and
consistent performance in literacy instruction. The analysis revealed three key themes related to reading intervention
strategies: recognizing diverse learner needs, utilizing culturally responsive and inclusive practices, and employing multisensory and adaptive instructional techniques. In terms of coping mechanisms for challenges encountered, teachers
demonstrated resilience by creating professional collaboration, adapting flexible use of instructional materials and
schedules, fostering emotional resilience and reflective practices. Additionally, educational management insights emerged
from the study, highlighting the need for data-driven decision-making, flexibility in scheduling and curriculum pacing,
and sustainable intervention frameworks. The study offers meaningful implications for improving literacy instruction
among struggling readers by providing practical, teacher-informed insights that can inform policy development, teacher
training, and school-based reading programs.
Claridel V. Bijis· International Journal of Inn...· 0 citations
The qualitative study explores the lived experiences of ten Grade 10 English teachers in selected public junior high schools in Mandaue City, Philippines, as they implement innovative strategies to enhance reading comprehension. Recognizing the critical role of reading comprehension in academic success and lifelong learning, the research addresses persistent challenges associated with traditional instructional methods. Using a phenomenological approach, data were collected through semi-structured interviews with ten purposively selected teachers, each with at least two years of experience and prior engagement in innovative practices. Thematic analysis revealed five key themes: culturally responsive and localized teaching, student-centered and participatory approaches, resourcefulness amid constraints, positive learner transformation, and the need for institutional support. These findings highlight the importance of teacher agency, creativity, and systemic backing in promoting effective literacy instruction. Recommendations are offered for educators, school leaders, and policymakers to strengthen reading comprehension outcomes in public secondary education.
Kenneth Alister S. Roxas, Gino G. Sumalinog, EdD· International journal of res...· 0 citations
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