Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 37 no. 1 (2025)

Lessons from the Narratives of Pedagogical Challenges of Public Elementary School Teachers

Philip Tablazon | Charis G. Oraiz

Discipline: Education

 

Abstract:

This study explores the lessons derived from the pedagogical challenges faced by public elementary school teachers at Pedro Acharon Sr. Central Elementary School (PASCES) in General Santos City during the pandemic. Utilizing a qualitative research methodology, the study employed purposive sampling to select six (6) teachers from various grade levels who engaged in online and blended learning modalities. Data was collected through in-depth interviews and analyzed using a step-by-step thematic analysis process. The findings revealed key pedagogical challenges including difficulties in monitoring learners’ progress, poor study habits, low attendance, and a lack of digital skills and resources. Lessons from these challenges highlighted the importance of upskilling and capacity building, fostering creativity in teaching methods, and being prepared for unforeseen emergencies. Furthermore, effective learning strategies emerged, emphasizing the need for continuous monitoring, collaborative support between teachers and parents, and engaging interactive activities. The study recommends that schools invest in teacher professional development, enhance technological resources, and develop robust preparedness plans to improve teaching and learning outcomes in future disruptions.



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