Authors : Karen E. Cadayona; Dr. Remigilda D. Gallardo

Volume/Issue : Volume 10 - 2025, Issue 2 - February

Google Scholar : https://tinyurl.com/5n8b6z6c

Scribd : https://tinyurl.com/2p9xcu4d

DOI : https://doi.org/10.5281/zenodo.14987787

Abstract : This qualitative phenomenological study aimed to explore the experiences, coping mechanisms, and insights of elementary school teachers in Kisulad, Sta. Maria, Davao Occidental, during the 2023-2024 school year. Using open-ended interviews and thematic analysis, three main themes were identified from the teachers’ narratives: navigating the educational landscape, maintaining a positive attitude, and struggling with the integration of classroom technology. Teachers coped with challenges by being creative, resourceful, patient, and establishing strong professional networks, as well as sharing resources with colleagues. The study also revealed key insights, including the transformative role of technology in teaching, the need for greater flexibility in addressing student needs, and the importance of continuous professional development opportunities for teachers. These findings have significant implications for school administrators, highlighting the need for targeted training, better resource allocation, and fostering collaborative environments. Additionally, the study suggests avenues for future research to examine teaching strategies, the role of stakeholders in education, and the potential impact of socio-economic factors on the teaching-learning process.

Keywords : Qualitative Phenomenological Study, Elementary School Teachers, Educational Landscape, Classroom Technology.

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