📄 Abstract
This phenomenological study explored the lived experiences of Grade 1 teachers in teaching language and reading literacy in Buhangin West District, Division of Davao City. Specifically, it focused on the instructional challenges encountered by teachers, the coping strategies they employed, and the insights derived to improve literacy instruction. A qualitative phenomenological research design was utilized involving purposively selected Grade 1 teachers with direct experience in language and reading literacy instruction. Data were gathered through in-depth interviews and analyzed using thematic analysis. The findings revealed that teachers experienced challenges related to limited instructional resources, diverse learner needs, curriculum demands, and insufficient parental involvement. To cope with these challenges, teachers utilized instructional adaptation strategies, professional development and peer collaboration, and organizational coping mechanisms. The study further revealed that improving literacy instruction requires sustained and context-responsive training, curriculum and resource enhancement, and stronger administrative and community engagement. Despite the challenges encountered, teachers demonstrated adaptability, resilience, and commitment in supporting learners’ literacy development. Based on the findings, the study recommends strengthening teacher professional development programs, enhancing curriculum and instructional resources, and promoting collaborative support among schools, parents, and community stakeholders to improve language and reading literacy instruction.
🏷️ Keywords
📚 How to Cite:
Mark Loyd G. Roxas , BEHIND CHALKBOARDS: TEACHERS’ NARRATIVE ON INSTRUCTIONAL CHALLENGES IN LANGUAGE AND READING , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 131 - 146 ,