IMCC Journal of Science

Abstract: 

This qualitative phenomenological study explores the lived experiences of substitute teachers at Saguiaran Central Elementary School, with a focus on their roles, challenges, and coping strategies. Through in-depth interviews with selected participants, the study reveals that substitute teachers serve as crucial agents in sustaining classroom order and fostering a conducive learning environment despite the temporary nature of their assignments. They consistently engage with parents to address learners’ academic progress, reflecting their strong commitment to student welfare. Findings also highlight substitute teachers’ adaptability and resilience as they navigate new environments, unfamiliar routines, and varying school expectations. Challenges such as limited preparation time, insufficient familiarity with students, and gaps in knowledge of school policies were noted, yet participants expressed fulfillment in being able to support learners’ academic needs. The study concludes that substitute teachers are vital contributors to school continuity, balancing instructional duties with relationship-building among students, parents, and colleagues. It further emphasizes the importance of institutional support, capacity-building programs, and formal recognition to strengthen their effectiveness and well-being.

Keywords: challenges, coping strategies, substitute teachers, teaching roles