TRAINING THE NEXT GENERATION OF WRITERS: AN EXPLORATION OF TEACHERS' EXPERIENCES ON SPECIAL PROGRAM IN JOURNALISM

Education

The primary purpose of this study is to explore the lived experiences of teachers handling the Special Program in Journalism (SPJ) in selected public secondary schools in Tagum City, Philippines. The SPJ, designed to develop students’ journalistic competence and media literacy, faces implementation setbacks due to persistent issues such as lack of instructional materials, inadequate professional development, and limited institutional support. These conditions, compounded by emotional and mental strain among educators, propelled the need to investigate how teachers cope with and overcome these challenges. Using a qualitative phenomenological design, data for this study were gathered through in-depth interviews with nine SPJ teachers from three public high schools. Their responses were transcribed, coded, and analyzed thematically to uncover patterns of experience, strategy, and insight. The results reveal that despite scarce resources, teachers demonstrate resilience by employing differentiated instruction, project-based learning, peer mentoring, and digital integration. Their narratives highlight not only the difficulties but also the professional fulfillment and growth they experience in their roles. The findings suggest that teacher motivation, creativity, and continuous learning play a vital role in sustaining journalism education in the face of adversity. On the basis of this research, it can be concluded that improving teacher support systems—through accessible training, instructional materials, and recognition—can significantly strengthen SPJ delivery. It is recommended that the Department of Education and school leaders prioritize targeted professional development and resource provision for SPJ educators. This study provides valuable insight for education stakeholders aiming to enhance journalism programs in public schools.

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