Authors : Gen Mie Alberca

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/3e8jhbe9

DOI : https://doi.org/10.38124/ijisrt/25may1934

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative phenomenological study explored the lived experiences and coping mechanisms of elementary teachers teaching with limited learning materials in Sta. Maria, Davao Occidental. Using purposive sampling, I selected ten teachers who participated in semi-structured in-depth interviews and focus group discussions. Findings revealed four key themes regarding teachers’ lived experiences: Resourcefulness and Adaptability (improvisation, flexibility, adaptation to student needs), Emotional and Social Impact (student motivation, relationship-building, stress management), Professional Growth and Development (continuous learning, peer support, professional identity), and Community and Parental Engagement (community involvement, parental support). Coping mechanisms included themes of Resource Optimization (local resource utilization, repurposing materials, digital resource sharing), Collaborative Efforts (teamwork, parent and community engagement, partnerships), and Community Integration (leveraging relationships, engaging parents). Educational management insights highlighted Resource Allocation and Management, Innovation in Teaching, and Community and Stakeholder Engagement as critical areas for improving educational practice. Recommendations emphasize targeted resource allocation, professional development, community partnerships, technological integration, and further research to enhance rural education quality.

Keywords : Lived Experiences, Coping Mechanisms, Limited Learning Materials, Resourcefulness, Community Engagement, Educational Management, Rural Education.

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