IMCC Journal of Science

Abstract: 

This qualitative study explores science teachers’ experiences in classroom instruction, along with the challenges encountered in delivering science education in a rural school context. Based on in-depth interviews with four teachers from Munai National High School in Munai, Lanao del Norte, Philippines, the findings reveal that science teaching is significantly affected by chronic student absences, poor time management, large class sizes, behavioral concerns, and limited access to instructional materials. Despite these obstacles, teachers employ classroom management strategies such as setting clear expectations, applying interactive teaching methods, and maximizing available resources to maintain instructional flow and student engagement. These challenges highlight systemic limitations that hinder consistent and effective science instruction in underserved areas. The study underscores the need for responsive classroom support, targeted professional development, and policy-level interventions to equip science educators with tools and training necessary to navigate these constraints. Strengthening science education in rural public schools requires a collaborative effort among educators, administrators, and policymakers to create sustainable and equitable learning environments.

Keywords: classroom management, instructional barriers, rural education, science teaching