Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 36 no. 10 (2025)

Teaching English in the Elementary Schools in the Continuing Normal: A Qualitative Inquiry

Mary Aguilar | Adrian Protacio

Discipline: Education

 

Abstract:

Teaching in the continuing normal presents unique challenges and opportunities for elementary English teachers, shaping their professional practices and personal experiences. This study explored the lived experiences of English teachers in public elementary schools in the East Tacurong cluster, focusing on their sources of joy and fulfillment, challenges, coping mechanisms, and strategies for effective language teaching. Using a qualitative design with thematic analysis, data were collected through face-to-face and online interviews, then transcribed and analyzed. Thematic analysis revealed a total of 17 relevant themes. The findings identified relevant themes that described the teachers’ experiences: Positive Attitude and Flexible Attitude Towards Work, Addressing Teaching and Learning Issues, Managing Classroom and Students, Adapting to Tolerable Issues and Challenges, Poor Student’s Academic Performance and Behavior, Adjusting to Teaching and Learning Resources and Environment, Providing Differentiated Strategies, Use of Technology in Teaching, Classroom and Students’ Condition, Establishing Open Communication, Maximizing Resources for Professional Use, Innovativeness and Time Management, Establishing Support Systems, Effectiveness in Integrating the English Language, Use of Pedagogical Strategies in Teaching English, Teaching Basic Concepts of the English Language, and Teaching English Language as both Challenging and Effective. This study provides a comprehensive understanding of elementary English teachers’ experiences in the continuing normal, shedding light on both the fulfillment and the difficulties they face. The findings offer valuable insights for the development of teacher support systems and professional development programs aimed at strengthening teachers’ resilience and effectiveness in navigating the complexities of teaching in the continuing normal.



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