Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 3 no. 2 (2025)

Unveiling Pedagogical Hurdles: An Exploration of Teachers’ Struggles in Nurturing Reading Proficiency Among Senior High School Students of Toledo S. Pantilo Sr. Memorial National High School

Revilyn O. Regunda | Elaine May S. Patiño

Discipline: Education

 

Abstract:

This qualitative study, guided by a phenomenological approach, investigates the difficulties encountered by senior high school teachers as they strive to improve reading skills among their students. The research focuses on educators at Toledo S. Pantilo Sr. Memorial National High School in the Philippines, aiming to illuminate key barriers and coping strategies in developing student reading proficiency. This understanding is intended to guide the design of more effective literacy interventions and instructional strategies. A phenomenological research design was employed to explore teachers lived experiences. Data were gathered through focus group discussions with language teachers, in-depth interviews, and key informant interviews with school administrators. Thematic analysis, following the Colaizzi method, was applied to identify significant themes in participants’ narratives. Multiple data sources and strict ethical procedures (including informed consent and confidentiality) were used to enhance the credibility of the findings. Teachers reported that overcrowded classes and limited instructional time prevented personalized attention. Many students exhibited low motivation due to distractions and challenging home conditions (e.g., poverty, hunger), and parental support at home was often scarce. In response, educators adopted a variety of coping strategies: phonics and vocabulary drills, multi-sensory and differentiated teaching methods, small-group instruction, and positive reinforcement to engage learners. However, they emphasized that even well-chosen strategies were insufficient when broader structural factors (such as class size and socioeconomic inequality) remained unaddressed. The study concludes that improving reading proficiency requires interventions beyond classroom techniques. Policy measures should include reducing student-to-teacher ratios, providing ongoing professional development and instructional resources for teachers, and engaging parents and communities through school-based literacy programs. Ultimately, a holistic approach that combines effective differentiated instruction with systemic support and policy reforms is essential to foster equitable literacy outcomes.



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