Authors : Cathy Gel P. Porras

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/dvm4v6ds

Scribd : https://tinyurl.com/2v2ewr29

DOI : https://doi.org/10.38124/ijisrt/25aug504

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Abstract : This phenomenological study investigated the strategies used by primary-grade teachers to combat poor attendance among learners in Compostela West District, Division of Davao de Oro. Through in-depth interviews with seven (7) public school teachers, thematic content analysis revealed two critical findings on the challenges of teachers in helping learners with attendance problem such as socioeconomic barriers and unresponsive parents. Meanwhile the coping strategies of teachers in helping learners with attendance problem had yielded the key themes namely building positive relationships and supportive environment and engaging parental and guardian involvement. Further, this study drew insights from the lived experiences of the participants. The insights were strengthening flexible and inclusive teaching strategies and engaging collaboration of school stakeholders. The findings highlighted the urgency of multi-stakeholder collaboration, advocating for targeted parental engagement programs and community-based support systems to address economic hurdles. These findings likewise emphasized that sustainable attendance improvements require institutionalizing holistic partnerships between schools, families, and local stakeholders. By embedding these strategies into school practices, educators can cultivate a more equitable and stable learning environment for all students.

Keywords : Catching Up, Strategies of Helping Learners, Attendance Problem.

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