Year: 2025
Type: article
Abstract: This study explored the practices of experienced teachers aimed at improving student learning outcomes, focusing on ten educators from the Kapalong West District, Division of Davao del Norte. Anchored in a phenomenological approach, the research sought to capture the authentic lived experiences, coping mechanisms, and pedagogical insights of these teachers. Data were gathered through in-depth interviews and focus group discussions, allowing for a rich and nuanced understanding of their perspectives. Through thematic analysis, several core strategies emerged as hallmarks of effective teaching: employing differentiated instruction to address diverse learner needs, cultivating strong teacher-student relationships to foster trust and engagement, and utilizing culturally responsive pedagogy to ensure inclusivity and relevance in classroom instruction. In navigating the complexities of the teaching profession, participants shared three key coping mechanisms: promoting emotional intelligence to manage stress and interpersonal dynamics; fostering ongoing professional learning to stay current and reflective; and accessing mental health resources to support overall well-being and resilience. Beyond instructional practices and coping strategies, the teachers articulated deep professional insights centered on adaptability and innovation, leadership through exemplary classroom practice, and the importance of mentorship and collaboration within the school community. The findings highlight that experienced teachers are not only instructional leaders but also role models of reflective, flexible, and learner-centered pedagogy.
Author: Paras, Lailanie
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W6949485051
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