Lived Experiences of Secondary Teachers Teaching Edukasyon sa Pagpapakatao (EsP) at Rufo Dela Cruz Integrated School
Abstract:
This qualitative study investigates the lived experiences of secondary teachers handling Edukasyon sa Pagpapakatao (EsP) at Rufo Dela Cruz Integrated School, focusing on the challenges they faced, their coping mechanisms, and the insights they gained. Using a phenomenological approach, the study revealed six core challenges: insufficient instructional time, an overloaded curriculum, low student interest, behavioral concerns, lack of specialized training, and resource limitations. In response, teachers adopted flexible lesson planning, activity-based strategies, collegial collaboration, professional development initiatives, integration of digital tools, and community engagement. Findings also emphasize the pivotal role of EsP teachers as moral exemplars and advocates for character formation. The study highlights the urgent need for educational policy reforms targeting curriculum streamlining, resource provision, and teacher preparation, ensuring a more supportive environment for values education in the basic education system.
Keywords: character formation, curriculum overload, instructional strategies, values education
Indexing
