Exploring the Teaching-Learning Experiences of Grades IV-VI Teachers and Learners in Don Pedro Elementary School
Abstract:
This narrative inquiry explores the teaching-learning experiences of Grades IV to VI teachers and learners at Don Pedro Elementary School, with a focus on the factors influencing instructional practices, the challenges encountered, and the outcomes observed. Using a qualitative design, data were gathered through in-depth interviews with nine participants, comprising both teachers and learners. Thematic analysis revealed that effective teaching and learning processes are highly contextual and shaped by instructional delivery, classroom atmosphere, and student engagement. Teachers emphasized the importance of lesson preparedness, interpersonal connections, and adaptive strategies to address learners’ varied needs. Major challenges included overcrowded classrooms, noise, lack of discipline, bullying, comprehension difficulties, and unprepared learners. Despite these obstacles, positive changes were noted such as improved assessment performance, better comprehension, enhanced learner confidence and participation, strengthened teacher-learner relationships, and a shared sense of fulfillment. These findings highlight the importance of addressing systemic barriers and promoting inclusive, well-supported classroom environments to enhance educational outcomes and foster holistic development.
Keywords: elementary education, instructional challenges, narrative inquiry, teaching-learning experiences
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