Jul 2026· International Journal of Educational Innovations and Research· Vol 2, pp. 13-22· 0 citations· 15 references
Abstract
This study explored the experiences of Grade 4 teachers in addressing the learning gaps of learners and examined how they navigated the challenges associated with supporting diverse academic needs. Employing a qualitative phenomenological research design, the study investigated teachers’ lived experiences and the meanings they attributed to their instructional practices. Thirteen Grade 4 teachers were purposively selected as participants, with six participating in in-depth individual interviews and seven in a focus group discussion. Data were analyzed through thematic analysis. The findings generated three clustered themes: challenges, coping mechanisms, and lessons learned. Teachers’ experiences revealed challenges related to teaching struggles, the lingering effects of the pandemic, learners’ academic difficulties, and limitations in instructional strategies. To address these learning gaps, teachers employed flexible instructional approaches, provided instructional support, implemented remedial interventions, adjusted teaching practices to learner needs, and fostered learner motivation and engagement. The experiences further highlighted the importance of compassionate teaching, continuous refinement of instructional strategies, and patience in supporting learners with varying levels of academic readiness. This study contributes to the growing body of research on learning recovery by providing insights into teachers lived experiences and adaptive practices in addressing learning gaps. The findings underscore the need for sustained professional support, evidence-based intervention programs, and inclusive teaching approaches to strengthen learning recovery efforts and improve educational outcomes among elementary learners.
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.
Queene D. Araña· International Journal of Inn...· 0 citations
Learning gaps remain one of the most significant educational challenges following the COVID-19 pandemic, particularly in elementary education where foundational literacy and numeracy skills are developed. This study explored the lived experiences of Grade 4 teachers in handling the learning gaps of learners in a public elementary school in South Cotabato, Philippines. Guided by a qualitative descriptive phenomenological design, the study employed purposive sampling involving thirteen Grade 4 teachers, with six participating in in-depth interviews and seven in focus group discussions. Data were analyzed using Colaizzi's phenomenological method and thematic analysis to identify the essence of teachers' experiences. The findings generated three major domains: challenges, coping mechanisms, and lessons learned. Teachers identified four major challenges: teaching struggles, pandemic burden, learning difficulties, and strategy struggles, reflecting the complexities of addressing diverse learner needs amid post-pandemic educational recovery. To address these challenges, participants implemented flexible instructional strategies, differentiated instruction, remedial teaching, instructional support, learner encouragement, and continuous pedagogical adjustments. Their experiences further revealed that compassionate teaching, strategy refinement, and teaching patience emerged as essential professional values that strengthened instructional effectiveness and learner engagement. The study highlights the critical role of teacher adaptability, resilience, and reflective practice in narrowing learning gaps while promoting inclusive and equitable classroom environments. These findings contribute to qualitative scholarship on post-pandemic education by providing context-specific evidence that can inform teacher professional development, curriculum implementation, and educational policy. The study recommends strengthening institutional support, expanding structured remedial programs, enhancing teacher capacity in differentiated instruction, and fostering collaborative partnerships among schools, families, and communities to sustain equitable learning recovery and improve educational outcomes for learners experiencing persistent learning gaps.
Lovella Jean Bade, Francisco M. Espinosa· Psychology and Education: A...· 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
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
Curriculum reform has placed teachers at the forefront of educational transformation, making their experiences essential to understanding the successful implementation of new educational policies. This study explored the lived experiences of experienced public school teachers in implementing the MATATAG Curriculum in Alabel 2 District, Division of Sarangani, Philippines. Specifically, it examined the challenges they encountered, the coping strategies they employed, and the curriculum's impact on their professional practice. A qualitative phenomenological research design was employed, involving ten purposively selected teachers with at least fifteen years of teaching experience. Data were gathered through semi-structured, in-depth interviews and analyzed using Colaizzi's seven-step phenomenological method. The findings revealed six major implementation challenges: time constraints and lesson pacing, limited opportunities for active and experiential learning, the need for continuous professional development, difficulties in adopting learner-centered instruction, curriculum adjustment and flexibility demands, and limited instructional resources and technology. To address these challenges, participants adopted various adaptive strategies, including contextualizing learning materials, integrating digital technologies, strengthening collaboration with colleagues and school administrators, engaging in continuous professional development and self-directed learning, and maintaining motivation through effective work-life balance. Furthermore, the MATATAG Curriculum positively influenced teachers' professional growth by promoting learner-centered instruction, technology integration, instructional innovation, collaborative practice, and reflective teaching despite increased workload and expanded responsibilities. The study concludes that experienced teachers play a critical role in the successful implementation of the MATATAG Curriculum through their resilience, adaptability, and professional expertise. Strengthening institutional support through sustained professional development, adequate instructional resources, collaborative learning communities, and teacher well-being initiatives is essential for enhancing curriculum implementation and ensuring the long-term success of educational reforms in Philippine basic education.
Noemi Monarca, Jeannet E. Canda· Psychology and Education: A...· 0 citations
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