Exploring Teachers' Lived Experiences, Instructional Challenges, and Innovative Pedagogical Practices in Filipino Education in Public Elementary Schools of the City Of Ilagan, Isabela

Abstract

This qualitative phenomenological study explored the lived experiences, instructional challenges, and innovative pedagogical practices of Filipino teachers in public elementary schools in the City of Ilagan, Isabela. The study sought to understand how teachers navigate instructional realities, respond to classroom challenges, and implement innovative teaching strategies in Filipino education. Data were gathered through semi-structured in-depth interviews with twelve purposively selected elementary Filipino teachers. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the data. Findings revealed that teachers encountered instructional difficulties related to learner reading comprehension, vocabulary limitations, multilingual classroom contexts, learner engagement, and insufficient instructional resources. Despite these challenges, teachers demonstrated pedagogical adaptability through contextualized instruction, collaborative learning, differentiated teaching, technology-assisted strategies, and culturally responsive classroom practices. Teachers also emphasized the importance of patience, emotional commitment, and reflective teaching in sustaining effective Filipino instruction. The findings underscore the significance of innovative and learner-centered pedagogies in addressing diverse classroom realities in Filipino education. The study further highlights the need for institutional support, instructional resource enhancement, and professional development programs that strengthen pedagogical innovation among Filipino teachers.