MAKING MATH EASY: THROUGH THE LENS OF ELEMENTARY TEACHERS TUTORING THEIR CHILDREN AT HOME

Educational Administration

This qualitative phenomenological study examined the lived experiences of elementary teacher-parents in the Compostela District, Compostela, Davao de Oro, who teach mathematics to their own children at home. Six purposively selected public school teachers participated in in-depth, semi-structured interviews. Thematic analysis revealed multifaceted experiences marked by both rewarding outcomes and significant challenges. Key difficulties included balancing professional and parental roles, managing time and energy, addressing children’s emotional responses, and adjusting instructional approaches to suit individual learning needs. Participants employed diverse coping mechanisms such as using technology, incorporating real-life examples, providing visual aids, offering praise, and allowing flexible pacing. The study also found that home-based tutoring enhanced teacher-parents’ patience, empathy, and adaptability, with many strategies developed at home later applied in the classroom. Insights gained emphasized the importance of emotional safety, early exposure to mathematics, and flexibility in teaching styles. Findings underscore the need for institutional support, capacity-building for role management, and the integration of personalized approaches in mathematics instruction. The research offers practical implications for educators, policymakers, and parents seeking to strengthen children’s foundational math skills and foster positive attitudes toward learning.

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