TEACHING FOR LASTING LEARNING: PHENOMENOLOGICAL INQUIRY ON THE PRACTICES OF TEACHERS THAT PROMOTE LONG TERM RETENTION

Educational Administration

This qualitative phenomenological study explored the practices of teachers that promote long term retention among learners. Entitled “Teaching for Lasting Learning: Phenomenological Inquiry on the practices of Teachers that promote Long-Term Retention,” the study aimed to understand and describe the lived experiences, strategies, and teaching practices of teachers in fostering meaningful and lasting learning among students in selected public elementary schools in Paquibato West District, Davao City. This qualitative phenomenological study explores the lived experiences of eight teachers who intentionally implement instructional practices aimed at promoting long-term retention among learners. Data were collected through in-depth semi-structured interviews with eight selected public elementary school teachers in Paquibato West District, Davao City. The interviews focused on exploring the teachers’ lived experiences, instructional practices, and strategies used in promoting long-term retention among learners. The study suggests that teachers continue implementing learner-centered and meaningful instructional practices that enhance long-term retention among learners. It is also recommended that school administrators provide continuous professional development, sufficient instructional resources, and supportive learning environments to strengthen teachers’ retention-focused strategies.

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