Travails of Teachers in Delivering Classroom Instructions: A Phenomenology

Education

Delivering quality classroom teaching in rural primary schools, especially in remote locations, is a major challenge owing to various systemic and logistical obstacles. The goal of this research was to explore and describe the live experiences of teachers in delivering quality instruction in Bunawan District elementary schools, Bunawan, Agusan del Sur. Data and information were gathered using in-depth interviews. The 8 selected teachers were the participants of the study. The finding showed that the participants experienced a typical day routine, used different approaches in lesson planning, influenced to continue professional development that shaped their perspective and gave them fulfillment. Moreover, in terms of challenges, lack of resources was found to be the most concerned issue. With this, they shared strategies such as modifying the lesson, using various class strategies, and integrating technology. In addition, mentoring and peer support systems, professional development programs, and training were the aspects that found the need for more support. Lastly, the participants aspired to have more materials, division-led training, and improvement in school infrastructure. This paper concluded with the recommendation that the findings from the teachers' experiences will assist school administrators in determining the improvement programs that should be included in delivering quality classroom instruction. Additionally, provision of support materials and enhanced infrastructures will aid the concerns address by the teachers.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.