Lived Experiences of English Teachers in Addressing Learners’ Literacy Gaps in the Schools Division of Las Piñas City
Year: 2026
Type: article
Abstract: This descriptive phenomenological study examined the lived experiences of eight Grade 7 English teachers addressing learners’ literacy gaps in the Schools Division of Las Piñas City. Purposively selected participants provided open-ended written narratives through Messenger. Giorgi’s method guided holistic reading, meaning-unit identification, psychological transformation, and synthesis of individual and general experiential structures. Six essential meanings emerged: double instructional labor; emotional burden and moral responsibility; adaptive practice under constraint; care for learner confidence and dignity; collective responsibility; and hope through small progress. Teachers addressed foundational reading needs alongside grade-level competencies while managing large classes, limited resources, insufficient time, and varying home support. They used differentiated instruction, remediation, peer-assisted learning, simplified materials, and encouragement. The general structure characterized literacy instruction as sustained adaptive care within a constrained educational context. The proposed READ-CARE Literacy Support Framework integrates reading-level grouping, emotional encouragement, adaptive materials, daily guided reading, teacher collaboration, parent involvement, remediation, and evaluation. The findings support coordinated literacy assistance addressing learners’ needs and teachers’ instructional and emotional demands.
Author: Russel Dayson
Institution: University of Perpetual Help System DALTA
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7223185436