Voices From the Classroom: A Phenomenological Study

Authors

  • Agnes E. Gagno Education Program Supervisor, Graduate School Student , Misamis University image/svg+xml

DOI:

https://doi.org/10.63671/ijeir.v2i2.108

Keywords:

adaptability, classroom, emotional challenges, inclusivity, resilience, teaching effectiveness

Abstract

Voices from the Classroom uncovered the lived realities of teachers, revealing the heart of teaching beyond the lessons. This study explored the voices from the classroom of teachers in the Division of Misamis Occidental during the school year 2025–2026. A phenomenological research design was used in the study. There were twelve (12) teachers who served as participants, selected through purposive sampling. A researcher-made questionnaire and interview guide were used to gather the data. Moustakas’ method of data analysis was used in analyzing the data gathered. The study yielded seven (7) themes: balancing the challenges and value of professional development amidst daily teaching responsibilities; strategic time management and work habits in balancing school responsibilities and student learning; resource availability and teacher adaptability shaping lesson delivery and learning experiences; fostering inclusive learning through differentiated instruction and respectful classroom practices; sustaining teaching effectiveness through organization, support, and personal resilience; balancing emotional challenges and positive coping strategies to sustain effective teaching; and student-teacher relationships as a source of motivation for teaching, learning, and values formation. The study concluded that teachers’ lived experiences in the classroom were shaped by the dynamic interplay of time, space, relationships, bodily experiences, and emotional challenges. It highlighted that effective teaching depended on teachers’ adaptability, resilience, and the meaningful connections they cultivated with students and colleagues. Schools were encouraged to provide structured support systems, professional development opportunities, and accessible resources to help teachers balance instructional demands, foster inclusivity, and sustain well-being. The study underscored that understanding teachers’ lived experiences informed policies and practices that enhanced teaching effectiveness, promoted holistic student learning, and strengthened relational and emotional support within educational settings.

References

Adeyemi, T. O., & Adu, E. T. (2021). Instructional resources and teaching effectiveness in secondary schools. Journal of Educational Practice, 12(4), 45–54. https://www.iiste.org/Journals/index.php/JEP/article/view/56567

Ainscow, M., Booth, T., & Dyson, A. (2020). Improving schools, developing inclusion. Routledge. https://www.routledge.com/Improving-Schools-Developing-Inclusion/Ainscow-Booth Dyson/p/book/9780415586694

Aldridge, J. M., & Fraser, B. J. (2020). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 23(1), 1–17. https://doi.org/10.1007/s10984-019-09298-8

Allen, T. O., & Cuellar, S. (2024). A Narrative Study on Authentic Leadership and Dual Credit Administration in Texas Community Colleges. Community College Journal of Research and Practice, 1–14. Retrieved from https://bit.ly/3yRQVn3 on May 7, 2024.

Beltman, S., Mansfield, C. F., & Price, A. (2021). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 32, 100389. https://doi.org/10.1016/j.edurev.2020.100389

Chiu, T. K. F., Chai, C. S., Williams, P. J., & Lin, T.-J. (2021). Teacher professional development on Self-Determination Theory–based design thinking in STEM education. Educational Technology & Society, 24(4), 153–165. https://www.jstor.org/stable/48629252

Collie, R. J., & Martin, A. J. (2023). Teachers’ workplace conditions, wellbeing, and motivation: A self-determination perspective. Contemporary Educational Psychology, 72, 102144. https://doi.org/10.1016/j.cedpsych.2023.102144

Department of Education (DepEd). (2016). K to 12 Curriculum Guide. Pasig City: DepEd. https://lrportal.depedlaspinas.ph/resources/curriculum-guides

Department of Education (DepEd). (2017). Philippine Professional Standards for Teachers (PPST). Pasig City: DepEd. https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pd

Department of Education (DepEd). (2020). Results-Based Performance Management System (RPMS) Manual. Pasig City: DepEd. https://www.deped.gov.ph/wp-content/uploads/2020/06/RPMS-Manual-forTeachers.pdf

Department of Education (DepEd). (2023). DepEd Order No. 013, s. 2023: Adoption of the MATATAG Curriculum. Pasig City: DepEd. Retrieved from https://www.deped.gov.ph/wpcontent/uploads/DM_s2023_054.pdf

De Weerdt, M., Gielen, S., Devos, G., & Struyven, K. (2024). How school leadership fosters teacher engagement: Exploring the role of trust and empowerment. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432241234567

Evers, A. T., Tomic, W., & Brouwers, A. (2021). Burnout among teachers: Students’ and teachers’ perceptions compared. School Psychology International, 42(2), 128–146. https://doi.org/10.1177/0143034320979974

Florian, L., & Black-Hawkins, K. (2021). Exploring inclusive pedagogy. British Educational Research Journal, 47(2), 317–334. https://doi.org/10.1002/berj.3662

Fullan, M., & Quinn, J. (2021). Cultures of learning: Deepening learning with equity in mind. Corwin Press. https://us.corwin.com/books/cultures-of-learning-28103

Gu, Q., & Day, C. (2021). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 103, 103357. https://doi.org/10.1016/j.tate.2021.103357

Kim, L. E., & Asbury, K. (2020). “Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12322

Klassen, R. M., Durksen, T. L., & Kim, L. E. (2023). Teacher motivation and occupational well-being during COVID-19: The role of school climate. Teaching and Teacher Education, 125, 104017. https://doi.org/10.1016/j.tate.2022.104017

Lazarides, R., & Dresel, M. (2025). Teacher motivation and teaching quality: Situation specific and process-oriented perspectives. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.70024

Loreman, T., Deppeler, J., & Harvey, D. (2021). Inclusive education: Supporting diversity in the classroom (3rd ed.). Routledge. https://www.routledge.com/Inclusive-Education-Supporting-Diversity-in-the-Classroom/Loreman-Deppeler-Harvey/p/book/9781138482163

Ma, X., & Marion, R. (2024). Collaborative school culture and teacher motivation: A structural equation modeling approach. International Journal of Educational Research, 127, 101945. https://doi.org/10.1016/j.ijer.2023.101945

Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence-informed framework. Teaching and Teacher Education, 54, 77–87. https://doi.org/10.1016/j.tate.2015.11.016

Mansfield, C. F., Wosnitza, M., & Beltman, S. (2020). Goals for teaching: Towards a framework for examining motivation of graduating teachers. Australian Journal of Teacher Education, 45(2), 20–38. https://doi.org/10.14221/ajte.2020v45n2.2

Mo, J., & Morris, G. (2024). Investigating the employment motivation, job satisfaction, and dissatisfaction of international high school teachers in China: The impact of the COVID-19 pandemic. Frontiers in Psychology, 15, 1271604. https://doi.org/10.3389/fpsyg.2024.1271604

Moon, J., Lee, S., & Park, J. (2022). The impact of instructional leadership on teacher effectiveness: Evidence from South Korea. Educational Studies, 48(5), 623–640. https://doi.org/10.1080/03055698.2020.1806212

Opoku, M. P., Nketsia, W., Agyei-Okyere, E., & Mprah, W. K. (2022). Teaching students with disabilities in resource-constrained environments. International Journal of Inclusive Education, 26(9), 913–929. https://doi.org/10.1080/13603116.2020.1711534

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2020). Teacher–student relationships and engagement: Conceptualizing, measuring, and improving classroom interactions. Educational Psychologist, 55(2), 105–120. https://doi.org/10.1080/00461520.2020.1761599

Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2021). Affective teacher–student relationships and students’ engagement and achievement. Review of Educational Research, 91(4), 534–578. https://doi.org/10.3102/00346543211021438

Tarantul, A., & Berkovich, I. (2025). Self-determination theory and teachers’ motivations to perform emotional labor and emotion work: Qualitative narratives about coping with students’ discipline problems. Social Psychology of Education. Advance online publication. https://doi.org/10.1007/s11218-024-09997-x

Tomlinson, C. A. (2020). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. https://www.ascd.org/books/how-to-differentiate-instruction-in-academically-diverse-classrooms-3rd-edition

Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247

Wang, Y., Chen, J., & Li, H. (2023). Collegial support and teacher innovation: The mediating role of professional collaboration. Teaching and Teacher Education, 124, 104011. https://doi.org/10.1016/j.tate.2022.104011

Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: Relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804

Downloads

Published

2026-05-23

Issue

Vol. 2 No. 2: April-June 2026

Section

Articles

License

Copyright (c) 2026 International Journal of Educational Innovations and Research

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Gagno, A. E. (2026). Voices From the Classroom: A Phenomenological Study. International Journal of Educational Innovations and Research, 2(2), 48-56. https://doi.org/10.63671/ijeir.v2i2.108

Similar Articles

1-10 of 38

You may also start an advanced similarity search for this article.