Teachers’ Experiences in Supporting Foundational Learning: A Qualitative Study of Grade 2 Instruction at Balliao Integrated Public School

Abstract

  Foundational learning in the early grades is critical for learners’ long-term academic success, particularly in literacy and numeracy. In public elementary schools, teachers play a central role in ensuring that foundational skills are developed despite challenges related to learner diversity, curriculum demands, and limited resources. This qualitative study explored the experiences of Grade 2 teachers in supporting foundational learning at Balliao Integrated Public School. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed four major themes: explicit and routine-based instruction as a foundation for learning, adaptive teaching strategies for diverse learner needs, the role of assessment-informed instruction, and the emotional and professional demands of early-grade teaching. Findings indicate that while teachers demonstrate strong commitment and adaptive expertise in supporting early learners, sustained foundational instruction requires stronger institutional support, protected instructional time, and ongoing professional development. The study contributes to a deeper understanding of teachers’ lived experiences in early-grade instruction and highlights implications for practice, policy, and future research in foundational education.