Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 7 (2025)

Stories of Resilience: Exploring Teacher Experiences in Congested Classrooms

Yasser Abo

Discipline: Education

 

Abstract:

This qualitative study navigates the valuable experiences of the public secondary school teachers and how they cope with the prevailing effects of congested classrooms, a persistent and debilitating challenge within the context of the Philippine education system. Rooted in Resilience-Building Theory and the Transactional Model of Stress and Coping, this phenomenological inquiry explores how these teachers significantly navigate, manage, and thrive in overcrowded classrooms. Data were collected through in-depth, semi-structured interviews with six junior high school educators from President Quirino National High School in Sultan Kudarat. The result of the Thematic analysis unveiled five key themes: the complex challenges arising from the limited physical spaces and behavioral issues; adaptive teaching and management methodologies applied to optimize the constrained environment; the prevailing emotional and physical impact of overcrowding on teachers' well-being; the important role of collaboration and peer support among teachers; and the inspiring transformative influence of resilience, which fosters innovative practices and professional advancements. Despite disparities in resource limitations and structural obstacles, teachers demonstrated impressive creativity, transforming daily challenges into opportunities for ongoing improvement and enhanced student learning outcomes. The findings highlighted the urgent need for comprehensive and continuous support systems, professional development, and policy measures that manage class sizes, promote mental health, and foster collaborative school cultures. By shedding light on these resilience-driven narratives, this research offers new and valuable insights for educators, school administrators, and policymakers dedicated to crafting more sustainable, attainable, and inclusive learning environments. Ultimately, the study promotes systemic reforms that discuss the underlying causes of congestion while acknowledging teachers' critical role in nurturing adaptable, student-centered settings that benefit learners and educators alike.



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