Lived Experiences of Elementary Teachers on Literacy Development: A Qualitative Study

Abstract

This qualitative phenomenological research explored the lived experiences of elementary teachers regarding literacy development in four selected schools in Nabunturan East District. The 8 selected elementary teachers who provided literacy instruction were the participants in the study. It aimed to understand the experiences and challenges they encounter, the coping mechanisms they employ, and the insights they can share to improve literacy instruction. Using a phenomenological research design, data were gathered through in-depth interviews. The collected data were analyzed using thematic analysis to identify recurring patterns and significant themes. Findings revealed that teachers face various challenges in developing learners’ literacy skills, including diverse learning needs, limited instructional time and resources, low learner engagement, and insufficient parental support. Despite these difficulties, teachers demonstrated resilience by employing adaptive strategies such as differentiated instruction, varied teaching materials, and constant practice. Teaching that requires patience, creativity, flexibility, and a learner-centered approach. The study concludes that supporting teachers through adequate resources, professional development, and strengthened school-home partnerships is essential in improving literacy outcomes. The insights drawn from this research may serve as a basis for enhancing instructional practices and informing policies that support literacy development among elementary learners.