Education Amidst the Waves: Teachers’ Experiences in Handling Learner-Fisherfolk

Abstract

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.