Early Language, Literacy and Numeracy Strategies: Unfolding the Experiences of Primary Grade Teachers

Abstract

This study uncovered the strategies for capacitating primary-grade teachers in the Early Language, Literacy, and Numeracy Programs. Ten (10) teachers of Talisay Elementary School, Dujali District of Davao Del Norte, participated in the study.  This study used a phenomenological approach to discover the participants' experiences. The in-depth interview was employed to gather information regarding the strategies and coping mechanisms of teachers trained in the Early Language, Literacy, and Numeracy Program. Using the thematic analysis, the following themes emerged: the strategies employed in capacitating teachers focused on sustainability measures, enhancing teaching proficiency, and adapting to diverse learning styles. The identified coping mechanisms with the challenges dealt with establishing mentorship programs, keeping flexible teaching strategies, and strengthening reflective practices. The insights drawn from the study's findings centered on maintaining cultural relevance in the curriculum, acknowledging the importance of individualized approaches, and improving sustainability planning. Results revealed that training programs should address the specific challenges and opportunities relevant to literacy and numeracy programs, ensuring that teachers are well-equipped to cater to the diverse needs of learners. The experiences of primary grade teachers underscored the need to sustain and strengthen professional development initiatives. To make this study meaningful, publication in a reputable journal is essential.