Exploring Pedagogical Frontiers: Narratives of Elementary English Educators

Abstract

English teachers develop students' language proficiency, critical thinking, and appreciation for literature despite their challenges in this endeavor. This study explored the lived experiences of English teachers in public elementary schools in Tugbok A District, Division of Davao City. Using purposive sampling, this phenomenological research study looked at the challenges, coping strategies, and educational insights of 10 different English teachers in the said district schools. Creswell’s Thematic Analysis was used to generate themes from the experiences of English Teachers. The findings revealed the experiences of English teachers in public elementary schools. Three themes emerge: the scarcity of diverse English teaching materials, students’ lack of motivation and interest, and low literacy among students. The coping mechanisms of English teachers in public elementary schools and the emergence of three themes: professional development and language-focused activities. Somehow, teachers know how to handle the students' concerns about English teaching materials, lack of motivation and interest, and low literacy among students. The educational insights of English Teachers in Public Elementary Schools. The emerging of the four themes. The technology used was crucial in English classrooms; contextualized learning and support are needed to foster it. In addition, English teachers believe that contextualization, support, fostering student relationships, and technology are important in an English Classroom.