PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF GRADE 3 TEACHERS AMIDST PROFICIENCY COLLAPSE

Abstract

This phenomenological study explored the lived experiences of Grade 3 teachers working amid substantial gaps between expected curriculum competencies and learners’ demonstrated foundational skills. It examined teachers’ pedagogical and emotional experiences, their adaptations to learner needs, their perceptions of professional identity, and the support they considered necessary. A qualitative transcendental phenomenological design informed by Moustakas was used. Ten Grade 3 teachers from public elementary schools in the Division of Samar were selected through purposive sampling, and data were gathered through semi-structured, in-depth interviews. The data were analyzed through the Stevick-Colaizzi-Keen procedure, including epoche, horizontalization, clustering of invariant meaning units, construction of textural and structural descriptions, and synthesis of the essence of the phenomenon. Five interrelated themes emerged: (1) skills gaps in reading and numeracy; (2) perceived contributors to proficiency collapse, particularly curriculum–readiness mismatch and broader systemic conditions; (3) instructional adaptation as everyday remediation through scaffolding, differentiation, peer support, remedial instruction, emotional support, and curriculum modification; (4) emotional strain and changing professional identity alongside resilience and commitment; and (5) aspirations for stronger institutional, parental, community, and policy support. The phenomenological essence of the experience is captured as resilient remediation: teachers continually reconstruct instruction around learners’ immediate needs while sustaining their professional commitment despite persistent constraints. The findings indicate that teachers respond to foundational learning gaps through substantial pedagogical and emotional labor. The study highlights the need to align instructional expectations with demonstrated learner readiness while strengthening targeted foundational-skills support.