TEACHING ON BORROWED TIME: UNDERSTANDING THE REALITIES OF SUBSTITUTE TEACHERS IN CLASSROOM INSTRUCTION

Education

This study sought to explore and understand the lived experiences, challenges, coping mechanisms, and insights of substitute teachers handling classroom instruction in public schools within Agusan del Sur. Employing a phenomenological approach, the research examined how these educators navigated diverse classroom realities and managed instructional demands despite limited resources and emotional struggles. Through in-depth interviews, the findings revealed that participants faced barriers such as scarce instructional materials, managing complex learner behaviors with limited authority, and feelings of exclusion within the school environment. Further, they demonstrated adaptability, resourcefulness, and resilience in fulfilling their roles effectively. The results illustrated how substitute teachers sought support, collaborated with peers, and employed strategic teaching adjustments to overcome challenges. Their experiences fostered professional growth, confidence, and a deeper understanding of teacher leadership grounded in flexibility and patience. Participants also highlighted the need for stronger institutional support, including training, orientation, adequate resources, and recognition. The study underscores the importance of systemic reforms and continuous capacity building to empower substitute teachers in sustaining instructional quality. These findings urge education leaders and policymakers to develop comprehensive frameworks that enhance support structures, promote collaboration, and value the critical contributions of substitute teachers in basic education.

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