Authors : Queene D. Araña

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/t97cnhc8

Scribd : https://tinyurl.com/yc8zh2zh

DOI : https://doi.org/10.38124/ijisrt/26jul1829

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative inquiry explored the lived experiences of Grade VI public elementary school teachers in addressing academic difficulties among learners. Anchored in a phenomenological approach, the study aimed to uncover how teachers guide and support struggling students amid the growing demands of the 21st-century classroom. Data were gathered through In-Depth Interviews (IDI) and Focus Group Discussions (FGD) with ten purposively selected participants from the Langilan District, Division of Davao del Norte, each having at least five years of teaching experience. Through Thematic Analysis, three major themes emerged: building meaningful teacher-student relationships, implementing differentiated instruction, and displaying patience, emotional regulation, and encouragement. Coping mechanisms included fostering collaborative reflection, setting realistic expectations, and seeking administrative and institutional support. Teachers also demonstrated strategic leadership, integrated technology-supported engagement, and exhibited adaptive patience in guiding learners. The findings offer practical implications for improving instructional practices, teacher support systems, and educational leadership, particularly in addressing the needs of academically challenged learners in public elementary education. To broaden its impact and contribute to educational practice and policy, the publication of this study in a reputable academic journal is strongly recommended.

Keywords : Guiding Learners; Academic Challenges; Inquiry.

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