📄 Abstract
Sustaining reading motivation among elementary learners is a complex pedagogical task. This study explored the lived experiences of upper-elementary English teachers as they cultivated learners' intrinsic motivation to read. To capture these insights, eight Grades 4 to 6 English teachers from Bangoy District, Davao City, who each had at least five years of classroom experience, participated in semi-structured, in-depth interviews. Guided by Colaizzi’s seven-step qualitative analysis framework, the study reveals that teachers actively exercise professional autonomy to bypass rigid textbook constraints. Specifically, educators rely on real-time adaptive pacing, text simplification, partner-reading structures, and student-driven material selection to reduce classroom anxiety. While student engagement remains highly volatile due to persistent reading resistance, grounding these instructional adaptations in relational safety effectively counteracts student avoidance. These findings align with Self-Determination Theory while exposing the continuous experimental adjustments teachers must make to manage shifting classroom affect. School heads may leverage these insights to implement responsive, autonomy-supportive professional development programs. Future mixed-methods research is recommended to examine the direct interaction between teacher instructional readiness and student reading affect.
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📚 How to Cite:
Jose Ricardo Mamparo , EXPERIENCES OF ENGLISH TEACHERS IN CULTIVATING READING MOTIVATION: A PHENOMENOLOGICAL STUDY , Volume 12 , Issue 7, July 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 730 - 738 ,