Preparing Learners for Academic Transition: Teachers’ Lived Experiences in Supporting Academic Readiness

Authors

  • Gervacio Mariano NORTHEASTERN COLLEGE Author
  • Dr. Matronillo Martin Northeastern College, Santiago City Author

DOI:

https://doi.org/10.64358/4509pz55

Keywords:

academic readiness, Grade 6, transition to secondary education, teacher experiences, qualitative study, Philippines

Abstract

Academic readiness in Grade 6 plays a critical role in learners’ successful transition to secondary education. As the final stage of elementary schooling, Grade 6 requires learners to demonstrate increased independence, higher-order thinking, and subject-specific competencies. This qualitative study explored teachers’ lived experiences in supporting academic readiness among Grade 6 learners at Sta. Cruz Elementary School. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed four major themes: structured instruction for readiness and continuity, scaffolding independence and learning responsibility, assessment-informed preparation for secondary demands, and emotional and professional challenges in transition-focused teaching. Findings indicate that teachers play a pivotal role in bridging elementary and secondary expectations through deliberate instructional practices, yet face structural and emotional challenges that require institutional support. The study highlights implications for curriculum alignment, teacher professional development, and transition-sensitive pedagogy in Philippine basic education.

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Published

2026-03-31

Issue

Vol. 2 No. 1 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles