Main Narrative and Synthesis

I went to the locale every Mondays to Fridays for the whole fourth quarter of their academic year while slowly developing my research paper. I firstly developed the literature review from secondary sources (e.g., journal articles, databases, etc.) in consideration with the publication dates and content relevance for its credibility. 

I started with observing the classrooms and transitioned to becoming a participant observer, which is someone who becomes directly involved in the participants' setting (George, 2023). As a participant observer, I was involved in checking the students' seatwork and homework, recording their grades, and assisting individual students when needed (see eJournal 1) while observing their practices, approaches, and strategies in teaching and learning.

The whole interviews were audio recorded, which was used to directly quote or transcribe their responses (see Appendix G), as it would help develop the study's themes. Each interview with the teacher lasted more than an hour, which provided rich information.

The study was analyzed using the IPA methodology, which can be seen in Figure 1.

Sixteen (16) themes emerged and were analyzed using the theoretical framework, the researcher’s perspectives, and supported by the CIPP evaluation of ABC (see Appendix J). Concerning the CIPP evaluation of ABC, I wanted to include some parents' perceptions; however, only two were available to respond (refer to Appendix I). Nevertheless, their responses still helped enrich the CIPP evaluation, which focused more on observation and teacher responses. 

Consecutively, the themes are: 

All About ABC Curriculum

What to do when there is no formal curriculum?

Challenges in Contributing to School Improvement

How to handle being unheard?

Challenges in Planning and Implementation

Lack of Learning Objectives

Lack of Appropriate Resources and Faculty Support

Teaching Approaches & Materials

Challenges in Managing Classrooms

Shadow Teachers

Yes or No to the Absence of a Formal Curriculum

Coping Strategies for Handling Daily Challenges

Personal Effects of School Challenges

 Job Satisfaction

 Coping Strategies for Well-Being

Teacher Perspectives  

The study revealed that aside from the absence of a formal curriculum, ABC follows an outdated outline, which was developed during the 1990s. 

T1: "...noong bumagyo... nasira siya. Anyway, nasanay naman na kami doon sa lesson na tinatackle namin. Daily, hanggang sa mag-iisang taon namin na lessons, ‘yon na rin ang ginagamit namin. Nagkakaroon lang kami ng kaunting dagdag or depende." 

According to the CIPP evaluation (see Appendix H), ABC implements a traditional, teacher-centered approach, which is not recommended by the DepEd. 

Furthermore, they disregard the significance of learning objectives (LOs). A teacher had mentioned that LOs are not needed since they are experienced in teaching; and another teacher stated that achieved lesson plans are equal to achieved LOs. This creates unstructured learning and a lack of transparency, contradicting to the Curriculum Theory (refer to the Curriculum Theory). 

T2: “Noong nag-aral ako, kailangan i-apply daw iyon. Pero ‘pag gamay ka na, okay lang wala na. Meron kaming lesson plan pero shortcut na ‘yung lesson plan namin, topic na agad.” 

T3: “Hindi na namin ‘yun nilalagay sa lesson plan. Kasi ang ano namin doon is, pag nagawa na namin, that means na-achieve mo yung objective mo for that lesson. For that time na ‘yun sa subject lesson na yun. Since hindi naman na kami gumagawa ng detailed lesson plan.” 

Results have shown that the main teachers or class facilitators are mostly the ones experiencing challenges with regard to the absence of a formal curriculum or following an outdated "curriculum." Although they prefer a play-based approach, or the approaches used in progressive kindergartens, their ideas were not considered. They had suggestions to improve the institution, but were questioned and dismissed by the owner, leading to feelings of being controlled, disempowered, and undervalued.

T2: “Ayaw niya—parang—mag level up. So kung ano ‘yung ginawa niya o naumpisahan niya, ‘yon ang iniikot niya sa amin. So kung kami, gusto namin mag-ibang o lumevel up ng konti, naco-controll niya ‘yon kasi siya ang masusunod. Kunwari ako, may idea ako, sasabihin ko sa kaniya—‘Ay hindi, kasi ganito, ganiyan.’ So malaking ano ‘yon, parang hindi ka maggo-grow ‘pag gano’n. Kumbaga doon ka lang. Imbis na parang magkaroon ng ugat ng kaunti, wala.” 

“Noong una kasi may mga things ako na gusto ko nga ma-apply pero hindi ko nga ma-apply. So gusto kong matutunan nung bata na iyon, pero kontrolado ako. So sa well-being naman, minsan, nakakapagod. Parang gano’n lang na imbis may ma-ishare ka para mapadali sana, kaso hindi.” 

"At first nga, nami-misinterpret ako eh. Kasi nga, ina-apply ko ‘yung progressive rito sa school. Parang nagkaroon kami ng clash—‘Bakit mo binabago ‘yung nasimulan ko?’ Parang ang tingin niya sa akin noon, magaling na magaling ako, pero nag-low ano ako…Kasi ang gusto ko, ma-apply ‘yung natutunan ko sa iba, ma-apply ko"

T3: “Ang gusto kong meron dito, ‘yung bata namin, ma-expose sa mga ibang…sa mga DepEd, mga bata nila, nilalaban nila sa ganito. Kasi dito, hindi sinasali ni teacher sa mga extracurricular among private schools. So, ‘yung mga bata namin na pwede sanang ma-expose sa iba, sa competition, pwedeng makipag-compete, hindi na kasi hindi kami part ng private schools, ‘yung samahan… kasi sayang ang mga bata namin. Minsan lang kasi rito nakikita ko, kahit nasa junior palang, ang galing mag-basa. So kahit manlang sa reading competition, on their age, pwede mo silang i-compete sa ibang schools. Sinasabi ko na dati sa kaniya, pero not so much interested siya. Ayaw niya kasi ng maraming pupuntahan na extracurricular. Sa amin, okay lang. Kaya lang, who are we to decide? We are only teachers. Siya ‘yun eh. Though nakapag-suggest naman ako, sumali sa ganito, hindi siya…so wala naman akong magagawa doon.” 

Additionally, ABC's subjects were not integrated, which is why the teachers have a tight schedule to accomplish all the subjects within the academic period, limiting their chance to apply play-based approaches. 

T3: "...‘yung outline namin, ganito ‘yung mga topic, medyo mabilisan. Kahit na gusto mo na mag-gawa ka pa ng ano… katulad ng kay Teacher, kahit gusto niya pa ng mas maraming games, kaso ‘yung outline namin, matitindi ‘yung mga naka line-up na mga topics, syempre ‘pag mga ganyan, kailangan, ibigay mo na sa kaniya. Actually, ako rin, gusto namin i-ano siya on a lighter side. Pero alam mo ‘yung iba, sasabihin naman nila ‘ay okay diyan sa ano kasi advanced sila.’ Mga ganon ‘yung nakukuha mong feedback." 

The teachers struggle with disruptive behaviors, especially from children with special needs, due to the lack of specialized support. Compared to past generations, today’s children are more influenced by parenting styles and technology, making them harder to manage with traditional methods. Research highlights that young learners need experiential, play-based approaches, but ABC’s outdated, teacher-centered program fails to address these needs. This mismatch explains why teachers face persistent classroom management issues, particularly with children who require differentiated instruction. 

T1: "Napaka unruly nila, they keep on standing...nakita ko ‘yung difference ng mga generation noon at ngayon. Mahirap ‘yung generation ngayon.”

T2: “...ang behavior nila ay talagang tayo nang tayo…maingay…magsasaway ka, malaki ang epekto.”

T3: “...medyo mahirap…iba-iba mga bata, dito hyper, doon hindi.”

The teachers also struggle with limited and low-quality materials, such as unclear worksheets and incomplete homework that add to their workload. Teachers also face extra tasks like preparing materials for late enrollees and compensating for parents’ lack of support at home, leading to role strain. Because of budget constraints, parents shoulder extra costs through miscellaneous fees; yet teachers still lack support. This leaves teachers overworked, undercompensated, and at risk of losing motivation. 

T1: “...‘yung budget…’yung gastusin mo sa school materials, isasama mo na rin sa babayaran ng mga magulang.”

T2: “Hindi pwedeng wala kang assistant…bawal na bawal sa mga preschool maiwan mag-isa kasi any minute, pwedeng may mangyari.”

T3: "Minsan kasi sa book, walang kulay.” 

“Phino-photocopy ko. Kasi minsan, wala rin sa book niya ‘yung gagawin talaga namin.” “Imbis na tumulong si parents… kami talaga gagawa.”

Data highlights how the multiple roles, low pay, and lack of support negatively affect teachers’ well-being and motivation. From an idiographic lens, the statement “Na-stuck na kami rito” reflects not only their physical situation but also emotional strain, feeling unheard, controlled, and hopeless. While proximity to family keeps them, it is ultimately a call for freedom, trust, and systemic change within the school. 

T1: “For sure, 100% (affecting her well-being). But ngayon, if I still can cope, why not?”

T2: “Sa well-being, nakakapagod.”

T3: “Wala na kong motivation…minsan madidisappoint ka sa sahod.” 

“Na-stuck na kami rito.”

Despite stress, low pay, and occasional loss of motivation, teachers remain driven by love for the children and positive feedback from parents who view the school as advanced. Accessibility and convenience also influence their choice to stay. From an IPA lens, their motivation is largely intrinsic, rooted in relationships and care, reflecting the mix of fatigue and fulfillment that comes with teaching. 

T1: “...marami na rin kaming magagandang feedback na narinig about the school. That’s one thing na nakakapag pigil sa’kin na mag-sara.”

T2: “Siguro, minsan nakakapagod, pero nandoon pa rin ‘yung parang 90% na love ko sa mga bata.”

T3: “Actually, bumibigay na nga. Wala na kong motivation...so far, sige lang, hangga’t medyo may motivation pa sa katawan”

T2 and T3 were expected to do everything from planning, teaching, managing, creating materials, to even cleaning the classrooms or assisting the children in the restroom, but with limitations and control without proper institutional support and compensation. As a result, the they obtain multiple roles and overlapping responsibilities, which could interfere with their routines and possibly compromise their mental and physical health (i.e., experiencing role strain). Moreover, it could also lose their self-confidence in being teachers as they do not have the freedom to express their professional insights. Sometimes, all of these lead to frustration, which some teachers may unintentionally project onto the children through harsh words, potentially diminishing the students' self-confidence (refer to eJournal 8).

Nevertheless, the teachers have their own unique coping strategies, namely, the coping strategies listed on the right diagram of Figure 2, which was based on the model of Baraquia (2022) shown on the left diagram.

In summary, the study has found that it is not only the absence of a formal (written) curriculum, but they follow an outdated "curriculum" that they used before during the early 1990s. Hence, in response to the final research question regarding the significance of a formal curriculum at ABC, the findings indicate that the presence of a formal (written) and updated curriculum is essential. This is because the institutional problem has led to unengaging learning and increased teacher workload and role strain. Therefore, a formal and updated curriculum is essential to ensure developmentally appropriate strategies with alignment, direction, and support for both teachers and students.

When I was doing my research project, I referred to the theories, principles, and concepts that I have learned from some of my BES courses such as:

• EDUC 103: Principles and Processes in Curriculum Development - Curriculum Theory, Process of Curriculum, and Conception of Curriculum (significance of curriculum)

• EDS 103: Theories of Learning - Constructivist Learning Theory and Piaget's Stages of Development (effective approaches to learning for kids aged 3-6 years old)

• EDS 131: Adult Education - older adult learners (ABC owner as an adult learner; see Perspectives)

• EDS 101: Philosophy of Education - my educational philosophy (see Perspectives)

• EDS 170: Introduction to Educational Policy - significance of educational policy (see Perspectives)

• EDS 195: Introduction to Education Research & EDS 196: Education Research Methods - concept of phenomenology (used to develop this research paper)

If I have not learned these theories, principles, and concepts, it would be more difficult for me to develop this project because this familiarity guided me to create a project on the right track. Although I still needed professional guidance and more research, being familiar with them have made it easier for me to process and accomplish a research project. I believe I have properly applied them in my study because they were able to interpret my data and it helped me further understand the participants' lived experiences. 

I base all my decisions on research, literature review, and current situation of the locale. For instance, I have decided to focus on the locale's "curriculum" since it was an evident gap, which aligned with the research gap of having limited relative studies. One of the difficulties I had was deciding on what topic to focus on for the study. I firstly wanted to simply evaluate the institution; however, literature shows that obtaining the perspectives of teachers can provide rich and unique data, and my adviser had told me to focus on their lived experiences. Moreover, since the school's gap can become a problem, it could result in challenges to the implementers, which is why I felt like I made the right decision to focus on the perspectives, challenges, and coping strategies of teachers at ABC. I have proven that it was the correct decision since I have discovered that the teachers initially wanted to have a formal curriculum and they experience personal and professional challenges for that reason. Instead of just discussing the effectivity of their practices, I was able to highlight how it affects the teachers negatively and how it releases their creativity to cope. However, some improvements it could have is to also highlight the perspectives of all stakeholders such as the students and the parents. 

One difficulty I have encountered was the interview to the students because they had limited free time and short attention span. Hence, I was only able to obtain a small amount of data from their perspectives. Moreover, I started taking the parents' perspectives when I was advised by the project adviser. However, the school was already on vacation and I was only able to contact to a few parents. Hence, only two parents were able to share their perspectives through a Google Form survey (see Appendix I). Nevertheless, all of these limitations had become a supporting data that still helped me interpret the main focus of the study.

Another slightly challenging occurrence in this project was interviewing the main participants of this study. I only had a short time to visit the institution even though I visit every week day. Additionally, during my first visits, I was still developing my research paper. Hence, my interview questionnaires were only developed after a few weeks of finalizing my topic and my chapters 1-3 of my research. However, due to limited time, I had to quickly ask the teachers for their availability for the interviews. They were hesitant at first since they already have a lot on their plate, but they still gave me a chance. When I expected to at least interview more than one teacher a day, I was wrong because each interview lasted for more than an hour. Therefore, I had to interview each participant in different days due to limited time after class. I even encountered problems wherein a teacher experienced health problems, which is why we had to delay the interview (see Journal 11). Despite that, I was still able to interview the final teacher at the end of the academic year, which has become the last day of my official visit. Nevertheless, it became successful because I was able to acquire rich information about all teachers' lived experiences, and how they were able to contribute significantly to my study. 

One of the best decisions I had was to become a participant observer or be directly involved in the teachers' experiences. I assisted the children when needed, checked their seatwork and homework, and recorded their grades, without interrupting the teachers' delivery of lessons. Through this, I was able to closely observe and experience first-hand the challenges they usually face. Some of these challenges included: asking each other what to teach for the day even when the students were already in class; realizing they had already covered the planned lesson and needing to change it on the spot; teaching some lessons incorrectly, which led to complaints from parents; and handing out activities or exams that had errors because the materials were not double-checked. I became involved in solving these issues by helping clear the board, recreate new materials, print, do cut-outs, and search for the correct information. This experience showed how many challenges they encounter, often without fully recognizing them, even though they claim they do not face many difficulties from the absence of a formal curriculum. 

One of my strengths as a qualitative researcher is my ability to observe and listen deeply to capture both what they state and its underlying meanings and emotions. I was also able to help the participants voice out their ideas that they compressed over the years because of the possible conflict to the authority. My knowledge that I acquired as a BES student has helped me connect some teachers' real-life experiences to educational theories, principles, and concepts. With deep and careful analysis, I made sure that the interpretation as a researcher is grounded with evidence and unbiased despite the difficulties of analyzing the data using my full potential. Moreover, I gave full effort in developing the study as I never stop doing research and proofreading all my work and acquired data to ensure that I build the appropriate themes and provide an accurate interpretation. 

I was never the best performer or the best in academics. I am aware of the limitation of my skills. However, I still give my best effort in creating an output that must reach the standards. Additionally, despite my social anxiety, I faced my weakness and was able to approach multiple strangers to accomplish this project. Eventually, I need to face this psychological weakness so I could excel as a professional, which is a skill I will use for the rest of my life. Nevertheless, despite the limitations and weaknesses, I believe I was able to develop an efficient research project through applied BES knowledge and the guidance of the people around me. 

Some of the pictures were removed and edited using Canva to ABC and their stakeholders anonymous.