TEACHING GRADE SCHOOLS: INSIGHTS OF SECONDARY ENGLISH TEACHERS

ENGLISH LANGUAGE TEACHING

The reassignment of secondary English teachers in elementary schools is one of the Department of Education’s responses to staffing gaps and evolving educational needs. This qualitative phenomenological study aimed to explore the experiences, challenges, coping mechanisms, and suggestions of secondary English teachers assigned to public elementary schools in Mawab District. Data and information were gathered using in-depth interviews. The seven selected secondary English teachers assigned to the elementary level in the academic year 2025-2026 were the participants of the study. The findings revealed several challenges, including difficulty in simplifying lessons, managing shorter attention spans, teaching multiple subjects, adjusting communication style, and developing emotional sensitivity appropriate for younger learners. Participants also reported a lack of orientation, mentoring, and professional development specific to elementary-level teaching. The mechanisms utilized by teachers to overcome these challenges include using visual aids, manipulatives, simplified instruction, behavior management techniques, and peer collaboration. The findings also revealed the urgent need for targeted training programs, supportive leadership, mentoring systems, and a welcoming school environment. An intervention framework was proposed to support high school teachers in their transition to elementary teaching. This paper concluded with the recommendation that educational leaders and policymakers strengthen teacher preparation, provide sustained professional development, and create policies that address the realities of out-of-field teaching in the basic education system.

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