Creating A Supportive Learning Environment: Grade Two Teachers Point of View

Abstract

This study investigated and delved into the experiences, coping mechanisms, and insights gained from Grade Two teachers regarding the establishment of a supportive learning environment. The research adopted a qualitative phenomenological approach involving ten (10) Grade Two teachers from the Laak North District, Division of Davao de Oro. The exploration of grade two teachers' experiences in creating a supportive learning environment revealed vital observations, including challenges in classroom management, teacher-student relationships, promoting student engagement, and teacher burnout. In examining the coping mechanisms employed by Grade Two teachers to address challenges in creating a supportive learning environment, the study identified effective classroom management, building positive teacher-student relationships, encouraging active engagement, and prioritizing professional development as significant strategies. Finally, the educational management insights derived from the experiences of high school teachers included creating a safe and inclusive space, recognizing the importance of positive relationships, adopting a student-centered approach, and emphasizing reflection and continuous improvement. These themes serve as valuable input for developing and implementing teacher training programs to equip educators with diverse strategies and techniques essential for creating and maintaining a supportive learning environment.