Jul 2026· Psychology and Education: A Multidisciplinary Journal· Vol 59, pp. 148-158· 0 citations· 49 references
Abstract
This study aimed to provide an in-depth understanding of the lived experiences of teachers handling Grade 7 Indigenous Peoples (IP) learners in Mathematics under the MATATAG curriculum at Tampakan District, South Cotabato, during the 2024–2025 school year. Employing a qualitative phenomenological approach, the study gathered rich data from ten teachers to explore the challenges, coping mechanisms, and insights that shaped their teaching experiences. The respondents encountered various cultural, linguistic, and resource-related challenges, including limited cultural representation in lessons, language barriers, and curriculum and time constraints. To address these difficulties, they relied on collaboration with peers and the community, adaptability in instructional approaches, and support from educational programs. From these experiences emerged meaningful insights emphasizing the integration of IP culture in the curriculum, the importance of collaborative and contextualized learning, and the value of community engagement and mentorship. These findings contribute to educational management by informing culturally responsive teaching strategies within the MATATAG curriculum.
This phenomenological study explored the experiences of elementary school teachers in promoting equitable education for learners who balanced schooling with fishing as a means of livelihood. Nine (9) purposively selected teachers from the Mati South District participated in in-depth interviews, which aimed to identify the challenges they faced, the coping strategies they employed, and the insights they provided to enhance equity in the classroom. Findings revealed that learners’ fatigue, limited classroom concentration, and irregular attendance caused learning disruptions and were significant challenges that hindered equitable access to education. To address these, teachers implemented coping strategies such as flexible learning approaches, remedial and catch-up instruction, and contextualizing and simplifying instruction to accommodate learners’ schedules, capacities, and socio-economic realities. These strategies allowed teachers to support continuous learning, improve engagement, and mitigate the negative effects of absenteeism and workload on students. The study also highlighted the importance of systemic and community support in promoting educational equity. Teachers recommended designing flexible learning programs and strengthening support systems involving parents, school administrators, and community members. Overall, the study demonstrated that promoting equity for learners balancing fishing and schooling required adaptive teaching methods, contextualized interventions, and collaborative efforts. The findings contributed to the understanding of effective strategies and practices that can ensure inclusive learning opportunities for learners facing dual responsibilities in education and livelihood.
Elvie Jane Malubay· Psychology and Education: A...· 0 citations
Multisubject teaching requires elementary teachers to navigate multiple disciplinary domains while responding to learner's developmental , linguistic, cultural and contextual needs. The complexity of this responsibility becomes particularly significnt in indigenous communities , where formal curricular expectations intersect with local knowledge systems, cultural practices , language and community realities. This qualitative phenomenological study explores the lived experiences and adaptive pedagogical practices of master teachers engaged in multisubject teaching in Ifugao, Philippines. Specifically, it examines the challenges associated with teaching multiple learning areas, the adaptive strategies employed by teachers, the integration of indigenous and community contexts into instruction, the professional meanings teachers construct from their experiences. Participants are purposively selected master teachers and experienced elementary teachers with direct experience in multisubject instruction within indigenous communities. Data are generated through in-depth semi-structured interviews and analyzed through phenomenologically informed thematic analysis. Four analytical themes frame the presentation of findings: One Teacher, Many Learning Worlds; Teaching Through Culture and Context; Making More from what is Available; and Experience Becoming Expertise. The findings position multisubjet teaching not merely as an increased instructional workload buta as form of adaptive professional practice requiring pedagogical flexibility, contextualization, resourcefulness, cultural responsiveness, and reflective expertise. The sstudy contributes to discussions on teacher professional development, culturally responsive education, Indigenous Peoples Education, and Instructional support for elementary teachers serving rural and indigenous communities.
Jeodelia Pucdihon· International Journal of Edu...· 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 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 phenomenological study explored the lived experiences of higher education teachers in adopting blended learning in private higher education institutions in Bacolod City. Specifically, it examined their experiences, perceived benefits and challenges, the influence of blended learning on their teaching practices, and insights for improving its implementation. A qualitative phenomenological research design was employed, involving eight faculty members selected through purposive sampling. Data were collected through semi-structured face-to-face interviews and analyzed using Colaizzi's phenomenological method. The findings revealed that teachers experienced blended learning as a process of transition, adaptation, and continuous professional growth. Eight themes emerged, highlighting teachers' adjustment to digital teaching, resilience, instructional flexibility, technological and instructional challenges, pedagogical transformation, professional commitment, institutional support, and lifelong learning. Although participants encountered difficulties related to technology, connectivity, workload, and student engagement, they recognized blended learning as an effective approach for promoting instructional flexibility, innovation, and continuous learning. The findings emphasize the importance of teacher adaptability, institutional support, and ongoing professional development in the successful implementation of blended learning. The results may serve as a basis for strengthening institutional policies, faculty development programs, and support systems that promote the effective and sustainable implementation of blended learning in higher education.
Unknown authors· International journal of res...· 0 citations
This phenomenological study explored the experiences, coping mechanisms, and educational management
insights of Senior High School teachers who integrate technology into the delivery of Technical-Vocational Livelihood
(TVL) education in the digital age. Using a qualitative approach, the study employed purposive sampling in selecting ten
(10) Senior High School teachers assigned to teach the Technical -Vocational-Livelihood (TVL) strand in the Sta. Maria
West District, Division of Davao Occidental. Three major themes emerged regarding teachers’ experiences: emphasizing
learners’ autonomy and the application of skills, adopting a contextualized, practical approach to learning delivery, and
integrating industry-based technologies. Coping mechanisms included engaging in peer mentoring and collaborative
learning communities, accessing self-directed online learning, and fostering a resilient growth mindset. Meanwhile,
educational management insights highlighted the importance of intensifying infrastructure support, strengthening teacher
capacity building, and implementing effective monitoring and evaluation systems. The findings underscore the
transformative potential of educational technology to enhance technical-vocational education when supported by adequate
infrastructure, continuous professional development, and strategic leadership. This study offered a foundation for more
inclusive, adaptive, and future-ready TVL education in the Philippines.
Rodel M. Ladeza· International Journal of Inn...· 0 citations
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