LIVED EXPERIENCES OF READING TEACHERS: A QUALITATIVE INQUIRY INTO THE TRIUMPHS AND TRANSFORMATION

Abstract

This qualitative phenomenological study examined the lived experiences of reading teachers in the M’lang South District, Division of Cotabato, focusing on their triumphs, challenges, insights, and transformative journeys in literacy instruction within the framework of Sustainable Development Goal 4 on Quality Education. Using in-depth interviews, focus group discussions, and reflective journals with purposively selected participants, the study explored how reading teachers navigated instructional demands, adapted to contextual constraints, and cultivated meaningful learning experiences for their pupils. Data analysis followed Moustakas’ phenomenological procedures, allowing the identification, clustering, and synthesis of significant statements into core thematic structures that captured the essence of teachers’ professional lives. The findings revealed that reading teachers’ experiences were characterized by both emotional and instructional dimensions that shaped their evolving identities as literacy educators. Three major clusters emerged from the analysis. First, teachers’ lived experiences highlighted Triumph through Learner Progress, Joy in Fostering Reading Habits, Creativity Amidst Scarcity, Resilience in the Face of Challenges, and Redefining Teaching Philosophy, showing how progress, learner joy, and reflective transformation sustained their commitment to literacy. Second, the study uncovered how teachers navigated challenges through Adaptation through Instructional Innovation, Transformation through Reflection and Experience, Building Collaboration and Collegial Support, Empathy and Relationship Building, and Sustaining Growth through Institutional Support, underscoring the interplay between personal resilience, professional collaboration, and system-level support. Third, the insights gained from their experiences revealed themes of Renewed Commitment to Literacy as a Lifelong Mission, Empowerment through Reflection and Self-Discovery, Valuing Support Systems and Professional Networks, Passion and Belief as Teaching Drivers, and Strength in Character and Professional Resilience, demonstrating how literacy instruction deepened their sense of purpose, identity, and moral responsibility as educators. Overall, the study concluded that reading teachers’ journeys extend beyond pedagogical performance and are anchored in empathy, perseverance, reflective growth, and collaborative agency. Their narratives showed that effective literacy teaching is sustained by a combination of intrinsic motivation, creative adaptation, and supportive learning communities. The study recommends strengthening professional development programs, mentoring systems, and institutional support structures that recognize teachers not merely as implementers of reading programs but as transformative agents of literacy and change. Future studies may investigate the perspectives of learners, parents, and school heads to develop a more holistic and systems-level understanding of literacy development across basic education contexts.