Azal Arts and Humanities is a distinguished double peer-reviewed and refereed journal dedicated to advancing scholarly discourse and research in the realms of arts and humanities. With a commitment to fostering intellectual dialogue and disseminating high-quality academic contributions, the journal serves as a pivotal platform for academics, researchers, and practitioners to engage with cutting-edge insights and innovative perspectives across various disciplines within the arts and humanities. Renowned for its rigorous review process, Azal Arts and Humanities maintains a standard of excellence in selecting and publishing original and impactful works that contribute significantly to the broader academic landscape. The journal's interdisciplinary approach and dedication to intellectual rigor position it as a valuable resource for those seeking to explore and contribute to the rich tapestry of human expression and cultural understanding. The Azal Arts and Humanities publishes journal issues quarterly under the publisher, Azal Publishing with the address, Zone 1 Dodan, Aparri, Cagayan, 3515. Journal email: admin@azalpub.com ISSN: 3028-1687- Online
Lived Instructional Experiences of Technical Drawing Teachers in Teaching Grades 7 and 8 Learners: Pedagogical Practices, Classroom Challenges, and Skills Development in Public Secondary Schools – Gamu Agri-Fishery School
This qualitative study explored the lived instructional experiences of Technical Drawing teachers in teaching Grades 7 and 8 learners at Gamu Agri-Fishery School. Specifically, the study examined teachers’ pedagogical practices, classroom challenges, and strategies in developing learners’ technical drawing skills. Using a qualitative phenomenological research design, the study involved purposively selected Technical Drawing teachers handling Grades 7 and 8 learners. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers utilized demonstration-based instruction, guided practice, performance tasks, hands-on activities, and contextualized teaching strategies to improve learners’ technical drawing competencies. Participants emphasized that practical activities enhanced learners’ precision, creativity, and problem-solving skills. However, teachers encountered challenges related to limited drawing materials, inadequate laboratory facilities, insufficient instructional time, varying learner abilities, and difficulties in maintaining learner engagement during technical activities. Despite these challenges, participants demonstrated adaptability and commitment by improvising instructional materials and modifying teaching approaches according to learner needs. The study highlights the importance of strengthening institutional support, improving instructional facilities, and providing sustained professional development opportunities for Technical Drawing teachers in public secondary schools.
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Exploring Classroom Engagement through Learner-Centered Pedagogy at Mabanutan Elementary School
Learner engagement is a critical factor in effective teaching and meaningful learning, particularly at the elementary level where foundational skills and attitudes toward learning are formed. This study explored classroom engagement as shaped by learner-centered pedagogy at Mabanutan Elementary School. Using a qualitative case study design, data were gathered through classroom observations, semi-structured interviews with teachers, and analysis of instructional materials. Findings reveal that learner-centered strategies such as collaborative activities, guided questioning, differentiated tasks, and contextualized instruction enhanced behavioral, emotional, and cognitive engagement among learners. Despite contextual challenges such as limited resources and diverse learner needs, teachers’ adaptive practices and reflective decision-making sustained high levels of participation and interest. The study underscores the importance of learner-centered pedagogy in promoting inclusive and engaging classroom environments and offers implications for instructional practice and school leadership in elementary education. Keywords: learner engagement, learner-centered pedagogy, elementary education, classroom practices, qualitative case study
Contextualized Mathematics Instruction and Learner Engagement in Senior High School Education: Pedagogical Practices of Mathematics Teachers in Rural Ifugao Schools
Mathematics education remains a significant challenge in many rural educational settings where learners experience difficulties in conceptual understanding, problem-solving, and sustained academic engagement. This qualitative case study explored the contextualized instructional practices and learner engagement strategies employed by Senior High School Mathematics teachers in rural schools in Ifugao, Philippines. The study specifically investigated pedagogical approaches, classroom engagement practices, instructional challenges, and adaptive teaching strategies implemented in geographically isolated educational contexts. Data were gathered through semi-structured interviews, classroom observations, and document analysis involving Senior High School Mathematics teachers from Kinakin National High School and nearby rural schools. Findings revealed that contextualized and localized instruction, collaborative problem-solving activities, scaffolded mathematical guidance, and experiential learning strategies significantly enhanced learner participation and conceptual understanding. Teachers integrated indigenous experiences, community-based examples, and real-life applications to make mathematical concepts more meaningful and accessible. However, instructional challenges such as limited technological resources, learner mathematics anxiety, varying competency levels, and insufficient instructional materials remained persistent concerns. Despite these barriers, teachers demonstrated adaptive pedagogical practices and strong commitment to improving mathematics engagement and learning outcomes. The study highlights the importance of culturally responsive and context-based mathematics instruction in strengthening learner engagement within rural educational environments.
Effective Reading Strategies and Literacy Engagement of the Learners: A Qualitative Approach
Reading literacy is a fundamental component of early childhood education that significantly influences learners’ academic performance, communication skills, and lifelong learning development. This study explored the effective reading strategies and literacy engagement experiences of the learners at Ngarag Primary School. Anchored on Constructivist Learning Theory and Emergent Literacy Theory, the study employed a descriptive qualitative research design to examine learners’ reading experiences, literacy participation, instructional interactions, and classroom engagement practices. Participants included learners, teachers, and selected parents of Ngarag Primary School. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that learners become more engaged in reading activities when instructional practices are interactive, contextualized, collaborative, and enjoyable. Teachers employed strategies such as guided reading, storytelling, phonics instruction, peer-assisted reading, repeated reading, and contextualized literacy activities to improve reading comprehension and learner participation. The study further revealed that supportive teacher-learner relationships, parental involvement, and positive classroom environments contribute significantly to literacy engagement and reading motivation. However, challenges such as limited vocabulary, reading anxiety, lack of home reading support, and insufficient instructional materials affected learners’ literacy development. The study concludes that learner-centered and supportive literacy instruction strengthens reading engagement and promotes positive literacy experiences among the learners. Strengthening contextualized reading programs, home-school literacy partnerships, and interactive reading instruction is recommended to enhance literacy development in early elementary education.
Self-Perceived Occupational Stress and Professional Well-Being of Local Government Employees
Abstract Occupational stress and professional well-being significantly influence employee productivity, organizational efficiency, and public service delivery within local government institutions. This qualitative phenomenological study explored the self-perceived occupational stress and professional well-being experiences of local government employees in the Municipality of Delfin Albano, Isabela. Specifically, the study examined employees’ perceived sources of workplace stress, emotional and professional challenges, coping mechanisms, and perceptions of well-being within the local government work environment. Data were gathered through semi-structured in-depth interviews with twelve purposively selected local government employees from different municipal offices. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that employees experienced occupational stress due to workload demands, administrative pressures, role multiplicity, public service expectations, time constraints, and workplace interpersonal dynamics. Participants also described challenges related to emotional exhaustion, work-life balance, and institutional pressures associated with public accountability and service delivery. Despite these challenges, employees demonstrated resilience through peer support, family support systems, spirituality, positive workplace relationships, and adaptive coping strategies. Participants further emphasized that supportive leadership, collaborative work environments, and professional recognition contributed positively to their professional well-being. The findings underscore the importance of workplace wellness initiatives, psychosocial support systems, and employee-centered organizational practices in promoting occupational well-being and sustainable public service performance. The study proposes a contextualized employee wellness and psychosocial support program for local government institutions. Keywords: occupational stress, professional well-being, local government employees, workplace stress, phenomenology, public service, employee wellness
Classroom Engagement in Learner-Centered Elementary Instruction: A Descriptive Survey at Sta. Cruz Elementary School
Abstract Classroom engagement is widely recognized as a critical indicator of instructional quality and effective learning, particularly in learner-centered educational environments. This study examined the level of classroom engagement in learner-centered elementary instruction at Sta. Cruz Elementary School using a descriptive survey design. Grounded in constructivist and engagement theories, the study investigated pupils’ behavioral, emotional, and cognitive engagement as experienced in learner-centered classrooms. Data were collected from elementary pupils using a validated engagement survey instrument aligned with learner-centered pedagogical practices. Descriptive statistical analyses revealed that classroom engagement was generally high across all dimensions, with behavioral and emotional engagement showing stronger manifestations than cognitive engagement. The findings suggest that learner-centered instructional practices foster positive participation and involvement among elementary pupils, although deeper cognitive engagement requires sustained instructional support. Implications for classroom practice, school leadership, and instructional improvement are discussed.
Educational Initiatives and Governance Practices of the Local Government Unit of Hingyon
This study examined the educational initiatives and governance practices of the Local Government Unit (LGU) of Hingyon and determined how these contributed to the improvement of local education services. Using a quantitative descriptive–correlational research design, the study involved school administrators, teachers, and selected community stakeholders who were directly involved in or beneficiaries of LGU-led educational programs. Data were gathered through a validated survey questionnaire assessing educational initiatives in terms of access, quality of programs, learner and teacher support, and community involvement, as well as governance practices in terms of leadership, transparency, accountability, participatory decision-making, and policy implementation. Descriptive statistics and Pearson’s product–moment correlation coefficient were used to analyze the data. Findings revealed that the educational initiatives of the LGU of Hingyon were rated very high, particularly in improving access to education and strengthening community involvement. Governance practices were also rated very high, with leadership and accountability emerging as the strongest dimensions. The perceived effectiveness of educational initiatives was similarly rated very high, especially in enhancing school resources, learner welfare, and school- community partnerships, although program sustainability received relatively lower ratings. Correlation analysis indicated a significant positive relationship between governance practices and the effectiveness of educational initiatives, suggesting that stronger governance practices were associated with more effective education programs. The study concludes that sound governance practices play a critical role in ensuring the success of LGU-led educational initiatives, particularly in rural and mountainous contexts such as Hingyon. Strengthening participatory decision-making, monitoring mechanisms, and long-term planning is recommended to sustain and further enhance the impact of local education initiatives. The findings provide context-specific evidence that can inform policymakers, educators, and local leaders in improving educational governance and service delivery.
Learner Voice and Local Culture: Examining Learner-Centered Pedagogical Practices and Classroom Engagement at Balliao Integrated School
Learner-centered pedagogy has been widely promoted for improving engagement by positioning learners as active contributors to classroom learning. In culturally diverse school settings, the integration of learner voice and local culture may further strengthen engagement by validating learners’ identities and making learning more meaningful. This study examined how learner-centered pedagogical practices that foreground learner voice and local culture influenced classroom engagement at Balliao Integrated School. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with teachers, and focus group discussions with learners. Thematic analysis revealed four interrelated patterns: (1) engagement increased when lessons were organized around learner voice through dialogic talk moves and participatory routines; (2) cultural grounding enhanced emotional engagement and belonging by validating learners’ identities; (3) contextualized tasks and community-linked examples strengthened cognitive engagement through meaning-making and relevance; and (4) supportive teacher–learner relationships sustained engagement by reducing fear of error and encouraging risk-taking in discussions. Findings highlight that engagement was not produced by “activity” alone, but by instructional conditions that made participation safer, learning more relevant, and thinking more purposeful. Implications are offered for classroom practice, instructional leadership, and curriculum development.
Values Education Practices and Moral Development Experiences Among Grade 7 Learners: Perspectives from Cabagan Riverside National High School
Values Education plays a significant role in shaping learners’ moral development, character formation, social responsibility, and ethical decision-making within the educational environment. This study explored the Values Education practices and moral development experiences among Grade 7 learners at Cabagan Riverside National High School. Anchored on Kohlberg’s Moral Development Theory and Constructivist Learning Theory, the study employed a descriptive qualitative research design to examine classroom practices, learner experiences, instructional interactions, and moral development in Values Education instruction. Participants included Grade 7 learners and Values Education teachers of Cabagan Riverside National High School. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that reflective discussions, value-laden activities, collaborative learning experiences, role modeling, and contextualized classroom situations significantly contribute to learners’ moral awareness and behavioral engagement. Learners demonstrated increased empathy, self-awareness, social responsibility, and ethical reflection when Values Education lessons were connected to real-life experiences and community realities. The findings further revealed that supportive teacher-learner relationships and learner-centered pedagogical approaches positively influence moral development and classroom participation. However, challenges such as peer influence, inconsistent home support, limited learner participation, and difficulties in applying values in real-life situations affected values formation and classroom engagement. The study concludes that contextualized and reflective Values Education practices significantly contribute to learners’ moral development and social awareness. Strengthening experiential values formation activities, reflective classroom discussions, and collaborative school-community partnerships is recommended to improve Values Education implementation in secondary schools.
Pedagogical Approaches to Student-Centered Learning in Filipino Instruction: Evidence from a Rural Secondary School in Mountain Province
Student-centered learning has been widely recognized as an effective pedagogical orientation that promotes learner autonomy, engagement, and meaningful knowledge construction. However, empirical studies examining its enactment in Filipino instruction within rural secondary school contexts remain limited. This study explored the pedagogical approaches employed by a Filipino teacher in a rural public secondary school in Mountain Province and examined how student-centered learning principles were operationalized in classroom practice. Using a qualitative case study design, data were gathered through classroom observations, semi-structured interviews, and document analysis. Findings reveal that student-centered learning was enacted through contextualized instruction, dialogic teaching, collaborative activities, and inquiry-oriented tasks grounded in learners’ linguistic and cultural experiences. Despite constraints related to resources and geography, the teacher demonstrated strong pedagogical agency by adapting strategies to learners’ needs and contextual realities. The study highlights the role of teacher flexibility and reflective practice in sustaining learner-centered pedagogy in rural settings and contributes to the growing body of literature on language teaching and rural education in developing contexts.
Contextualized Teaching Practices and Learner Engagement in Elementary Education: A Qualitative Study in a Rural Philippine School :A Qualitative Study in a Rural Philippine School
This qualitative study explored the contextualized teaching practices and learner engagement experiences in elementary education within a rural Philippine school setting. Conducted at Malapagay Elementary School, Sto. Tomas, Isabela, the study aimed to examine how teachers contextualize instruction and how such practices influence learners’ behavioral, emotional, and cognitive engagement. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving elementary teachers and selected learners. Thematic analysis following Braun and Clarke’s framework revealed four major themes: (1) localized and culturally responsive instructional practices, (2) experiential and collaborative learning engagement, (3) relational and inclusive classroom interactions, and (4) challenges in sustaining contextualized instruction in rural settings. Findings revealed that contextualized teaching significantly enhanced learner participation, comprehension, confidence, and classroom interaction. Teachers utilized community-based examples, local language integration, collaborative activities, and flexible instructional strategies to make learning meaningful and relevant to learners’ lived experiences. However, inadequate instructional materials, limited technological resources, and multi-grade classroom demands affected instructional delivery. The study concludes that contextualized teaching practices strengthen learner engagement and contribute to more inclusive and responsive elementary education in rural schools. Institutional support, teacher professional development, and resource augmentation are recommended to sustain contextualized pedagogical innovations in geographically challenged learning environments.
Early Childhood Instruction and Social Development in Kindergarten Learners: A Qualitative Inquiry
Early childhood education is widely recognized as a critical foundation for learners’ holistic development, particularly in the formation of social competencies such as cooperation, communication, empathy, self-regulation, and conflict resolution. In kindergarten, these social skills are essential for meaningful classroom participation and sustained learning engagement. Aligned with global and national priorities, including Sustainable Development Goal 4, the Department of Education’s MATATAG agenda, and the recommendations of the Second Congressional Commission on Education (EDCOM II), this qualitative study examined how early childhood instructional practices in kindergarten classrooms support learners’ social development in a rural public-school context in the Philippines. Using a qualitative descriptive design, data were gathered through naturalistic classroom observations, semi-structured interviews with kindergarten teachers, and focus group discussions with parents to triangulate perspectives on learners’ social behaviors. Reflexive thematic analysis was employed to identify patterns across data sources. Findings revealed that predictable classroom routines and explicit teaching strategies played a central role in shaping learners’ social behaviors by promoting emotional security, behavioral readiness, and cooperative participation. Observable social development outcomes included improved cooperation, turn-taking, verbal communication, empathy, and self-regulation, particularly during group activities and guided play. Teachers perceived their instructional practices as directly influencing learners’ social development through consistent modeling, guided practice, and reinforcement. However, the depth and frequency of play-based and interactional activities were moderated by contextual constraints uch as large class sizes, limited instructional time, and diverse learner readiness levels.The study concludes that early childhood instruction functions as a deliberate mechanism for social development rather than a outlying aspect of kindergarten education. The findings underscore the need for sustained support for developmentally appropriate, play-based, and interaction-rich instruction, alongside enabling classroom conditions that strengthen learners’ social foundations and readiness for lifelong learning.
Teachers’ Pedagogical and Laboratory Practices in Biological Science: A Qualitative Study at Dinadiawan National High School
This qualitative study examined teachers’ pedagogical and laboratory practices in the teaching of Biological Science at Dinadiawan National High School, focusing on how these practices influence the teaching–learning process. Anchored on the objectives of describing instructional strategies, examining laboratory integration, exploring learners’ experiences, and identifying implementation challenges, the study employed a qualitative descriptive research design. Data were gathered through semi-structured interviews with Biological Science teachers and focus group discussions with learners selected through purposive sampling. Verbatim transcripts were analyzed using thematic analysis. The findings revealed four major themes: learner-centered and inquiry-based pedagogical practices, laboratory-based instruction enhancing conceptual understanding, teacher facilitation and laboratory management supporting learning, and challenges in implementing effective pedagogical and laboratory practices. Teachers’ use of questioning, discussions, and guided inquiry promoted active learner engagement, while laboratory activities such as experiments and specimen observation strengthened conceptual understanding by linking theory to practice. Teacher facilitation, including guidance, feedback, and safety supervision, was essential in scaffolding learners’ cognitive and procedural skills. However, limited laboratory resources, time constraints, and large class sizes constrained the consistent implementation of hands-on laboratory activities. The study concludes that integrating learner-centered pedagogy with laboratory-based instruction enhances engagement and understanding in Biological Science. Sustained implementation requires institutional support to address contextual challenges in public secondary schools.
The Loom of Life: Traditional Handloom Weaving as a Means of Livelihood and Cultural Continuity
This qualitative study explores the dual role of traditional handloom weaving as a vital source of livelihood and a vessel for cultural preservation among the artisans of Barangay Gomez, Cabarroguis, Quirino. In an era of rapid globalization and mechanized textile production, the handloom industry representing approximately 3.5 million workers globally nfaces significant threats to its sustainability. Using a phenomenological approach, this research delves into the lived experiences of traditional weavers to understand how this craft supports their families and reinforces their ethnic identity. The study identifies the challenges and struggles encountered by these artisans, including intense competition from factory-made fabrics, limited resource access, and the risk of disappearing indigenous knowledge. Through in-depth interviews and thematic analysis, the research documents the coping mechanisms and strategies employed by weavers and stakeholders to navigate these contemporary obstacles. A key focus is placed on the intergenerational and informal learning processes, such as family apprenticeships, which serve as critical pedagogical tools for passing down cultural values and manual skills. The study portrays traditional handloom weaving in Barangay Gomez as a complex intersection of economic survival and cultural resilience. Identified as a "secondary safety net," the craft provides vital cash flow for rural families to meet immediate needs like education and food when primary income from farming is delayed. Beyond its financial role, weaving serves as a critical vessel for ethnic identity, where the transmission of indigenous knowledge through family apprenticeships acts as a "first classroom" to preserve tribal history and heritage. However, this tradition faces existential threats from the rise of mechanized fabrics, a lack of operational capital, and a widening intergenerational gap characterized by declining interest among the youth. Despite these challenges, the artisans maintain a sense of "engaged patience," leveraging community associations and government support to transform their manual labor into a tool for both household stability and cultural continuity. Keywords: cultural preservation, phenomenological, qualitative research, traditional handloom weaving
Contextualized Mathematics Instruction and Learners’ Problem-Solving Skills at Bantug Elementary School
Problem-solving is a central goal of mathematics education, yet many elementary learners struggle to apply mathematical concepts to real-life situations. Contextualized mathematics instruction has been promoted as an instructional approach that connects mathematical content to learners’ everyday experiences, thereby enhancing understanding and problem-solving competence. This study examined how contextualized mathematics instruction influenced learners’ problem-solving skills at Bantug Elementary School. Using a qualitative case study design, data were gathered through classroom observations, semi-structured interviews with mathematics teachers, and focus group discussions with learners. Thematic analysis revealed that contextualized instruction enhanced learners’ problem-solving skills by improving conceptual understanding, increasing engagement with problem situations, and supporting strategic thinking through guided scaffolding. Learners demonstrated greater confidence and persistence when solving word problems grounded in familiar contexts. The findings highlight the importance of intentional contextualization, teacher scaffolding, and instructional leadership support in strengthening mathematics problem-solving at the elementary level.
Digital Literacy Competence and Instructional Technology Proficiency Among Elementary School Educators : Implications for 21st-Century Teaching
Digital literacy competence and instructional technology proficiency have become essential components of effective 21st-century teaching practices in contemporary education. This study explored the digital literacy competence and instructional technology proficiency among elementary school educators in Santa Maria, Isabela. Anchored on the Technological Pedagogical Content Knowledge (TPACK) Framework and Constructivist Learning Theory, the study employed a descriptive qualitative research design to examine teachers’ digital experiences, instructional technology practices, classroom integration strategies, and challenges in technology-enhanced instruction. Participants included selected elementary school educators from public schools in Santa Maria, Isabela. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that teachers utilize digital platforms, multimedia resources, online learning applications, and technology-assisted instructional strategies to improve learner engagement, classroom participation, and instructional delivery. Participants emphasized that digital literacy competence enhances classroom interaction, instructional creativity, communication efficiency, and access to learning resources. The findings further revealed that teachers continuously adapt to emerging educational technologies through self-directed learning, peer collaboration, and professional development initiatives. However, challenges such as unstable internet connectivity, limited technological resources, inadequate training opportunities, varying digital competencies, and workload demands significantly affect instructional technology integration. The study concludes that digital literacy competence and instructional technology proficiency significantly contribute to innovative and learner-centered teaching practices in elementary education. Strengthening technological infrastructure, continuous professional development, digital support systems, and institutional technology programs is recommended to improve instructional technology integration and 21st-century teaching practices among educators.
Student-Centered Teaching Approaches and Pupils’ Active Classroom Participation at Busilac Elementary School
Student-centered teaching has been widely promoted in basic education as a means of improving participation, motivation, and learning quality. However, fewer studies document how student-centered approaches are enacted in everyday elementary classrooms and how pupils themselves experience “active participation” beyond simple compliance. This qualitative case study examined the student-centered teaching approaches used at Busilac Elementary School and analyzed how these practices shaped pupils’ active classroom participation across behavioral, emotional, and cognitive dimensions. Data were gathered through classroom observations, focus group discussions with pupils, and semi-structured interviews with teachers, and were analyzed using thematic analysis. Findings indicate that dialogic instruction, structured learner autonomy, cooperative learning routines, and formative scaffolding collectively strengthened pupils’ participation by increasing willingness to speak, sustaining on-task behavior, and supporting reflective thinking. The study also identifies implementation tensions, including time constraints, uneven group participation, and decision fatigue among pupils when choices were insufficiently structured. Implications highlight the need to design student-centered instruction with clear participation structures, equitable group accountability, and feedback routines that support pupils’ confidence and persistence.
Management and Pedagogical Practices in Tinoc National High School: Perspectives of Teachers and Students
This study examined the management and pedagogical practices in Tinoc National High School from the perspectives of teachers and students. Using a descriptive research design, data were gathered through survey questionnaires administered to selected teachers and students to assess perceptions of school management practices and classroom pedagogy. The findings revealed that school management practices were generally perceived as effective, particularly in instructional leadership, communication, and supervision. These practices provided a supportive environment that enabled teachers to implement effective classroom instruction. Results further showed that teachers employed varied pedagogical strategies and maintained effective classroom management, which promoted learner engagement and active participation. Students reported improved understanding of lessons and greater involvement in classroom activities. The alignment between management support and pedagogical practice contributed to a positive teaching–learning environment despite challenges related to limited instructional resources. The study concludes that effective school management plays a vital role in strengthening pedagogical practices and enhancing learner engagement. The findings underscore the importance of sustained instructional leadership and continuous support for teachers to improve teaching and learning outcomes in secondary schools. Keywords: school management, pedagogical practices, instructional leadership, learner engagement,
Instructional Practices and Holistic Learner Development in Elementary Education: Educational Perspectives from the San Isidro District, Isabela
Holistic learner development has become a significant educational priority in elementary education as schools increasingly recognize the importance of nurturing learners’ cognitive, emotional, social, moral, and behavioral growth alongside academic achievement. This qualitative phenomenological study explored teachers’ instructional practices and their perceived contributions to holistic learner development in elementary education within the San Isidro District, Isabela. The study involved twelve public elementary school teachers purposively selected based on their teaching experience and active engagement in learner-centered instructional practices. Data were gathered through semi-structured interviews, classroom observations, and document analysis. Using Braun and Clarke’s thematic analysis, the findings revealed five major themes: (1) Learner-Centered and Contextualized Instructional Practices; (2) Cultivating Social and Emotional Development Through Classroom Interaction; (3) Values Formation and Character Development Through Integrative Teaching Practices; (4) Collaborative Learning and Inclusive Classroom Participation; and (5) Instructional and Contextual Challenges Affecting Holistic Learner Development. Teachers emphasized that differentiated instruction, experiential learning activities, collaborative tasks, contextualized lessons, and values integration positively influenced learners’ academic engagement, emotional growth, social interaction, and self-confidence. Participants also highlighted challenges related to limited instructional resources, learner diversity, parental involvement, and instructional workload. The study concludes that holistic learner development is strengthened through responsive, inclusive, and learner-centered instructional practices supported by collaborative educational environments. The findings provide implications for teacher professional development, curriculum enhancement, and educational policy focusing on holistic and inclusive elementary education. Introduction Elementary education serves as a foundational stage in shaping learners’ academic competence, social behavior, emotional well-being, moral values, and overall personality development. In contemporary educational contexts, schools are increasingly expected not only to promote academic achievement but also to nurture learners’ holistic growth and lifelong competencies. Holistic learner development refers to the balanced cultivation of learners’ intellectual, emotional, social, physical, moral, and behavioral dimensions to prepare them for meaningful participation in society. Within Philippine basic education, holistic development has become an essential goal aligned with learner-centered and inclusive educational frameworks. Educational reforms emphasize the importance of developing well-rounded learners equipped with critical thinking skills, emotional resilience, collaborative competencies, moral values, and social responsibility. Teachers therefore play a critical role in implementing instructional practices that support both academic and non-academic learner outcomes. Instructional practices such as differentiated instruction, collaborative learning, experiential activities, contextualized teaching, reflective learning tasks, and values integration have increasingly been recognized as effective approaches in promoting holistic learner development. These practices provide learners with meaningful learning experiences that encourage active participation, self-expression, social interaction, and emotional engagement. Previous studies suggest that learner-centered and inclusive instructional approaches positively influence learners’ academic motivation, emotional well-being, classroom participation, and interpersonal skills (Florian & Black-Hawkins, 2011; Gay, 2018). Experiential and contextualized learning activities also contribute to deeper learner understanding and social-emotional growth by connecting instructional content to real-life experiences. Despite the recognized importance of holistic education, teachers continue to encounter challenges related to resource limitations, learner diversity, classroom management, parental involvement, and instructional demands. Furthermore, limited qualitative studies have explored teachers’ lived experiences and educational perspectives regarding instructional practices that support holistic learner development in elementary education settings. Thus, this study explored instructional practices and holistic learner development in elementary education from the educational perspectives of teachers in the San Isidro District, Isabela. Review of Related Literature 2.1 Holistic Learner Development in Elementary Education Holistic learner development emphasizes the balanced growth of learners’ intellectual, emotional, social, moral, and behavioral dimensions. According to Miller (2019), holistic education recognizes learners as multidimensional individuals whose educational experiences should support academic achievement alongside personal and social development. Holistic educational approaches promote emotional well-being, empathy, collaboration, creativity, self-awareness, and responsible decision-making. Schools therefore serve as environments that nurture both cognitive and socio-emotional competencies necessary for lifelong learning and responsible citizenship. 2.2 Learner-Centered Instructional Practices Learner-centered instruction focuses on active participation, differentiated learning opportunities, and meaningful learner engagement. Teachers facilitate learning experiences that accommodate learners’ diverse backgrounds, interests, abilities, and learning styles. According to Weimer (2018), learner-centered teaching encourages autonomy, collaboration, critical thinking, and reflective learning. Differentiated instruction and experiential learning activities also strengthen learner motivation and participation. 2.3 Social and Emotional Learning in Classroom Instruction Social and emotional learning (SEL) involves the development of learners’ self-awareness, emotional regulation, interpersonal skills, empathy, and responsible decision-making. Research indicates that positive classroom relationships and supportive learning environments significantly contribute to learners’ emotional well-being and academic success (CASEL, 2020). Teachers play an important role in fostering respectful classroom interactions, collaborative learning opportunities, and emotionally supportive educational environments. 2.4 Inclusive and Contextualized Education Inclusive education emphasizes equitable participation and meaningful learning opportunities for all learners regardless of their backgrounds, abilities, or learning needs. Contextualized teaching further enhances learner understanding by connecting lessons to learners’ experiences and local realities. Gay (2018) emphasized that culturally responsive and contextualized instructional practices improve learner engagement, participation, and self-confidence in classroom learning. Methodology This study utilized a qualitative phenomenological research design to explore teachers’ instructional practices and their perceived contributions to holistic learner development in elementary education. Phenomenology was appropriate because it enabled the researchers to understand participants’ lived experiences, instructional approaches, and educational perspectives within authentic classroom contexts. The study was conducted in selected public elementary schools in the San Isidro District, Isabela. The participants consisted of twelve public elementary school teachers selected through purposive sampling. Participants were required to have at least three years of teaching experience and active involvement in learner-centered instructional practices. Data were gathered through semi-structured interviews, classroom observations, and document analysis involving lesson plans, instructional materials, and classroom activity records. Data were analyzed using Braun and Clarke’s (2006) thematic analysis involving coding, theme generation, theme review, and thematic interpretation. Credibility was established through member checking and triangulation, while dependability, confirmability, and transferability were ensured through audit trails, reflective journaling, and thick descriptions of participants’ instructional experiences. Results and Findings Theme 1: Learner-Centered and Contextualized Instructional Practices Participants emphasized the importance of learner-centered and contextualized instructional approaches in promoting meaningful learning experiences and holistic learner development. Teachers described utilizing differentiated instruction, experiential activities, localized examples, and interactive learning tasks to sustain learner participation and understanding. One participant shared: “Mas natututo ang learners kapag relatable at connected sa kanilang experiences ang lessons.” Another teacher explained: “I adjust my teaching strategies depending on the learners’ needs and abilities.” Teachers observed that contextualized instruction increased learners’ engagement, confidence, and classroom participation. Participants also emphasized that experiential and collaborative activities helped learners become more active, independent, and reflective learners. The findings indicate that learner-centered and contextualized instructional practices positively support learners’ academic, emotional, and social development. Theme 2: Cultivating Social and Emotional Development Through Classroom Interaction Participants highlighted the importance of positive classroom relationships and interactive learning environments in supporting learners’ emotional and social development. One participant stated: “Kapag supportive ang classroom environment, mas confident mag-express ang learners.” Another teacher shared: “Collaborative activities help learners develop respect and teamwork.” Teachers observed that classroom discussions, peer interaction, cooperative learning tasks, and reflective activities strengthened learners’ communication skills, empathy, emotional regulation, and self-confidence. Participants further explained that emotionally supportive classrooms encouraged learners to participate actively without fear of embarrassment or criticism. The findings suggest that instructional practices promoting positive social interaction contribute significantly to holistic learner development. Theme 3: Values Formation and Character Development Through Integrative Teaching Practices Teachers emphasized the integration of values education and character formation within classroom instruction. Participants explained that instructional activities often incorporated lessons on respect, responsibility, discipline, empathy, cooperation, and honesty. One participant remarked: “Hindi lang academics ang importante kundi pati values at magandang asal.” Another teacher explained: “We integrate values formation in classroom discussions and activities.” Teachers observed that integrating moral and behavioral development into daily instruction positively influenced learners’ attitudes, classroom behavior, and interpersonal relationships. The findings highlight the role of instructional practices in supporting learners’ moral and character development alongside academic growth. Theme 4: Collaborative Learning and Inclusive Classroom Participation Participants described collaborative learning and inclusive classroom participation as essential components of holistic learner development. One participant shared: “Group activities encourage learners to help and learn from each other.” Another teacher explained: “Inclusive classroom practices help learners feel accepted and valued.” Teachers emphasized that collaborative and inclusive instructional approaches strengthened learners’ social interaction, communication skills, confidence, and participation regardless of ability levels. Participants also observed that inclusive practices reduced learners’ anxiety and promoted positive peer relationships within the classroom. The findings indicate that collaborative and inclusive instructional environments contribute to learners’ social-emotional growth and classroom engagement. Theme 5: Instructional and Contextual Challenges Affecting Holistic Learner Development Despite positive instructional practices, participants encountered several challenges affecting holistic learner development. One participant shared: “Minsan mahirap ma-address lahat ng learner needs dahil sa dami ng pupils.” Another teacher stated: “Limited resources affect the implementation of interactive activities.” Participants emphasized the need for institutional support, professional development opportunities, and collaborative stakeholder participation to strengthen holistic educational practices. Discussion The findings demonstrate that learner-centered, contextualized, and inclusive instructional practices positively influence holistic learner development in elementary education. Through differentiated instruction, collaborative learning, experiential activities, and values integration, teachers support learners’ academic achievement alongside emotional, social, and moral growth. The study further revealed that positive classroom relationships and supportive learning environments strengthen learners’ confidence, communication skills, empathy, and classroom participation. Collaborative and inclusive practices likewise contribute to social-emotional development and positive peer interaction. However, the successful promotion of holistic learner development requires adequate instructional resources, teacher preparedness, parental involvement, and institutional support systems. The identified challenges indicate the importance of strengthening educational support mechanisms and professional development initiatives focusing on inclusive and holistic instructional practices. Conclusion Holistic learner development in elementary education is strengthened through learner-centered, contextualized, collaborative, and inclusive instructional practices. Teachers play a crucial role in nurturing learners’ academic competence, emotional well-being, social interaction, and moral development through meaningful classroom experiences and supportive educational environments. Despite instructional and contextual challenges, teachers continue to implement responsive and values-oriented pedagogical practices that contribute to balanced learner growth. Educational institutions should therefore strengthen teacher capability-building initiatives, instructional support systems, and inclusive educational policies to sustain holistic learner development in elementary education. Implications of the Study Schools should strengthen professional development programs focusing on holistic and inclusive instructional practices. Teachers may integrate more learner-centered and experiential learning activities to support holistic learner growth. Educational institutions should improve instructional resource allocation and stakeholder collaboration. Future studies may explore learners’ perspectives and quantitative assessments of holistic learner development outcomes. References Andres, A. (2019). 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Classroom Management Practices and Simplified Reading Instruction: Exploring Early Literacy Experiences in Elementary Education
Classroom management and simplified reading instruction play a significant role in strengthening early literacy development among elementary learners. This study explored the classroom management practices and simplified reading instruction experiences in elementary education. Anchored on Constructivist Learning Theory and Emergent Literacy Theory, the study employed a descriptive qualitative research design to examine learners’ literacy experiences, instructional interactions, classroom participation, and teacher practices related to reading instruction and classroom management. Participants included elementary teachers, learners, and selected parents from public elementary schools. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that organized classroom routines, positive teacher-learner relationships, structured learning environments, and learner-centered reading activities significantly contribute to literacy engagement and classroom participation. Teachers utilized simplified reading instruction strategies such as guided reading, phonics instruction, repetitive reading, storytelling, visual aids, peer-assisted learning, and contextualized literacy activities to improve reading comprehension and learner confidence. The study further revealed that supportive classroom environments and effective classroom management practices reduce reading anxiety and encourage active participation during literacy instruction. However, challenges such as varied learner abilities, limited reading materials, short attention spans, and insufficient home literacy support affected reading participation and classroom behavior. The study concludes that effective classroom management and simplified literacy instruction are essential in promoting positive literacy experiences and strengthening early reading development among elementary learners. Strengthening literacy-rich classroom environments, learner-centered instructional strategies, and home-school literacy collaboration is recommended to improve early literacy engagement in elementary education.
Culturally Responsive Pedagogy in Elementary Education: Integrating Culture into Teaching–Learning Practices at Hapao Elementary School
Culturally responsive pedagogy (CRP) has emerged as a critical framework for addressing equity, inclusion, and relevance in diverse educational contexts. In indigenous and culturally rich communities, conventional teaching approaches often fail to connect learning content with learners’ lived experiences, resulting in disengagement and limited academic participation. This study examined the implementation of culturally responsive pedagogy in an elementary school serving a culturally distinct community, focusing on how culture is integrated into teaching–learning practices and how such integration influences learner engagement and participation. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with teachers, and focus group discussions with learners at Hapao Elementary School. Findings revealed that teachers integrated local culture through contextualized examples, indigenous stories, community practices, and culturally familiar language. These practices enhanced learner participation, comprehension, and sense of belonging. The study concludes that culturally responsive pedagogy functions as both an instructional and relational approach that supports inclusive learning environments in elementary education. Implications for teaching practice, school leadership, and future research are discussed.
A Foundational Literacy and Numeracy Pedagogies in Early Elementary Education: Instructional Practices and Learner Engagement Among Grades 1 and 2 Teachers in Rural Mountain Province Schools
Foundational literacy and numeracy serve as critical building blocks in early childhood education, particularly in geographically isolated and disadvantaged communities where access to educational resources remains limited. This study explored the pedagogical practices and learner engagement strategies employed by Grades 1 and 2 teachers in selected rural schools in Mountain Province, Philippines. Using a qualitative multiple-case study design, the research investigated how teachers facilitate literacy and numeracy instruction, the challenges they encounter, and the contextual strategies they employ to sustain learner participation. Data were gathered through semi-structured interviews, classroom observations, and document analysis involving ten Grades 1 and 2 teachers from rural public elementary schools. Thematic analysis following Braun and Clarke’s framework revealed four major themes: contextualized and mother tongue-based instruction, demonstration and activity-centered pedagogies, differentiated and scaffolded learning support, and relational and motivational learner engagement practices. Findings further indicated that multigrade teaching conditions, inadequate instructional materials, and limited technological access remain persistent barriers in rural education settings. Despite these challenges, teachers demonstrated strong pedagogical adaptability and culturally responsive instructional approaches. The study highlights the importance of strengthening teacher support systems, localized curriculum implementation, and policy interventions that promote equitable foundational learning opportunities in remote communities. The findings contribute to the growing discourse on inclusive and context-responsive early elementary education in rural Philippine schools.
Voices of Student-Leaders: Experiences of SSLG Officers in School-Related Activities at Dinadiawan National High School
Student leadership is increasingly recognized as a meaningful avenue for student voice, participation, and school improvement, yet student-leaders often navigate complex expectations, resource constraints, and role conflicts. This qualitative descriptive study examined the lived experiences of Supreme Secondary Learner Government (SSLG) officers in school-related activities at Dinadiawan National High School. Semi-structured interviews and focus group discussions explored SSLG roles, participation processes, leadership learning, and challenges. Thematic analysis yielded four themes: (1) service and representation as identity work, (2) leadership learning through practice and mentorship, (3) collaborative participation in school activities, and (4) tensions and constraints shaping student leadership. Findings suggest that authentic participation is strengthened by supportive adult mentorship, opportunities for decision-making, and a school culture that legitimizes student voice (Mitra, 2004; Schaefer, 2024). However, time demands, peer pressures, and logistical limitations can reduce participation to compliance rather than shared governance. The study concludes that SSLG officers contribute to organizational functioning and student engagement when leadership structures are developmental, inclusive, and well-supported. Implications for student leadership development, school leadership practice, and policy are discussed.
Transformational Leadership and School Improvement Practices in Rural Secondary Education: The case of Potia National High School
School leadership plays a crucial role in fostering educational quality, organizational effectiveness, and institutional development, particularly in geographically isolated and disadvantaged schools. This qualitative case study explored the transformational leadership practices and school improvement initiatives implemented by the school head of Potia National High School in Alfonso Lista, Ifugao. The study investigated leadership approaches, administrative strategies, teacher engagement mechanisms, and challenges encountered in managing a rural secondary school. Data were collected through semi-structured interviews, document analysis, and school-based observations involving school personnel and stakeholders. Findings revealed that transformational leadership practices were manifested through collaborative decision-making, teacher empowerment, community engagement, instructional supervision, and adaptive management strategies. The study further identified that the school head’s leadership significantly contributed to teacher motivation, organizational cooperation, and school improvement initiatives despite contextual challenges such as limited resources, infrastructure constraints, and rural educational conditions. The findings underscore the importance of context-responsive and people-centered leadership practices in promoting sustainable educational development in rural secondary schools. The study contributes to the growing body of literature on educational leadership in geographically isolated Philippine educational contexts.
Contextualized Teaching Practices and Learner Engagement in Araling Panlipunan: Perspectives from Grade 9 Classrooms in Cabagan Riverside National High School
Contextualized teaching practices play an important role in strengthening learner engagement and meaningful learning experiences in Araling Panlipunan education. This study explored the contextualized teaching practices and learner engagement experiences in Grade 9 Araling Panlipunan classrooms at Cabagan Riverside National High School. Anchored on Constructivist Learning Theory and Culturally Responsive Teaching Theory, the study employed a descriptive qualitative research design to examine instructional practices, classroom participation, learner experiences, and engagement in Araling Panlipunan instruction. Participants included Grade 9 learners and Araling Panlipunan teachers of Cabagan Riverside National High School. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that contextualized instruction, localized examples, collaborative classroom discussions, experiential learning activities, and culturally relevant teaching approaches significantly strengthen learner participation and engagement in Araling Panlipunan classes. Learners demonstrated greater interest and participation when lessons were connected to community experiences, historical realities, social issues, and real-life situations. The findings further revealed that supportive teacher-learner relationships and learner-centered instructional approaches contribute significantly to behavioral, emotional, and cognitive engagement in classroom learning. However, challenges such as limited instructional resources, varying learner participation, short attention spans, and difficulty understanding abstract socio-political concepts affected classroom engagement. The study concludes that contextualized and culturally responsive teaching practices contribute significantly to meaningful learning experiences and learner engagement in Araling Panlipunan education. Strengthening localized instructional materials, collaborative learning strategies, and learner-centered pedagogical approaches is recommended to improve learner participation and classroom engagement in social studies education. Keywords: contextualized teaching, learner engagement, Araling Panlipunan, culturally responsive teaching, social studies education, qualitative research, learner-centered instruction
A Learner-Centered Pedagogical Practices and Learners' Classroom Engagement at Bacarri National Trade-Agricultural School
Learner engagement is a critical determinant of effective teaching and meaningful learning, particularly in vocational and agricultural secondary schools where instruction integrates theory and practice. This study examined how learner-centered pedagogical practices influence learners' classroom engagement at Bacarri National Trade-Agricultural School. Guided by constructivist and learner-centered learning frameworks, the study employed a qualitative case study design. Data were collected through classroom observations, semi-structured interviews with teachers, and analysis of instructional materials. Findings revealed that learner-centered practices-such as hands-on activities, collaborative tasks, contextualize instruction, and formative feedback-enhanced learners' behavioral, emotional, and cognitive engagement. Despite contextual challenges related to resources and learner diversity, teacher adaptability and reflective practice sustained engagement and instructional effectiveness. The study highlights the pedagogical value of learner-centered instruction in trade and agricultural education and offers implications for teaching practice, school leadership, and future research.
Teaching practices and academic readiness of grade 6 learners in annex public schools:a case study from a rural philippine district
Academic readiness at the elementary level is a critical foundation for learners’ successful transition to secondary education. In rural areas of the Philippines, particularly in annex public schools, instructional conditions and learner preparedness are shaped by contextual challenges such as limited resources, multigrade settings, and learner diversity. This study examined teaching practices and their relationship to the academic readiness of Grade 6 learners in Awayan Elementary School Annex, Aguinaldo District, a rural public school in the Philippines. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with teachers, and document analysis of lesson plans and learner outputs. Thematic analysis revealed four major themes: (1) teacher-directed instruction shaped by contextual constraints, (2) adaptive teaching strategies to support learner readiness, (3) uneven academic readiness across cognitive and non-cognitive domains, and (4) the role of teacher commitment in mitigating readiness gaps. Findings indicate that while teachers employ adaptive and context-responsive practices, persistent structural limitations affect learners’ academic readiness. The study underscores the importance of strengthening instructional support and contextualized pedagogy in rural annex schools to enhance learner preparedness for secondary education.
English Language Acquisition and Classroom Literacy Experiences Among Elementary Learners
English language acquisition and classroom literacy experiences significantly influence learners’ communication skills, reading comprehension, academic participation, and overall literacy development in elementary education. This study explored English language acquisition and classroom literacy experiences among elementary learners in the Santa Maria District, Isabela. Anchored on Sociocultural Theory and Emergent Literacy Theory, the study employed a descriptive qualitative research design to examine learners’ literacy experiences, classroom participation, instructional interactions, and language acquisition processes in English instruction. Participants included selected elementary learners and English teachers from public elementary schools in the Santa Maria District. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that interactive literacy activities, contextualized instruction, collaborative learning experiences, and supportive classroom environments significantly contribute to learners’ English language acquisition and literacy engagement. Learners demonstrated greater confidence and participation when teachers utilized storytelling, guided reading, peer interaction, visual learning materials, and learner-centered literacy activities. The findings further revealed that positive teacher support and meaningful classroom interaction strengthen learners’ vocabulary development, oral communication, and reading comprehension. However, challenges such as limited vocabulary exposure, fear of speaking in English, insufficient reading materials, home language interference, and varying literacy abilities affected language acquisition and classroom participation. The study concludes that supportive and contextualized literacy environments significantly contribute to English language acquisition and meaningful literacy experiences among elementary learners. Strengthening learner-centered instructional practices, literacy-rich classrooms, and home-school literacy partnerships is recommended to improve English language learning and classroom engagement.
Learner Engagement and Conceptual Understanding in Grade 5 Classrooms: Teaching Strategies and Classroom Practices in a Philippine Public Elementary School
Learner engagement and conceptual understanding are critical determinants of academic success in elementary education, particularly in upper primary grades where learners transition toward more abstract thinking. This mixed-methods study examined the relationship between teaching strategies, learner engagement, and conceptual understanding among Grade 5 learners at San Pedro Elementary School, a Philippine public elementary school. Quantitative data were collected from 120 Grade 5 learners using a validated learner engagement questionnaire and a teacher-made conceptual understanding test, while qualitative data were gathered through classroom observations and semi-structured interviews with teachers. Quantitative findings revealed a significant positive relationship between learner-centered teaching strategies and levels of behavioral, emotional, and cognitive engagement, which in turn significantly predicted conceptual understanding. Qualitative results supported these findings, showing that interactive strategies, contextualized instruction, and formative feedback fostered active participation and deeper understanding. The integration of quantitative and qualitative findings highlights the importance of learner-centered pedagogy and supportive classroom practices in enhancing engagement and conceptual learning in elementary classrooms. Implications for instructional practice, school leadership, and curriculum implementation are discussed.
Learners’ Experiences and Educational Perspectives on the Implementation of the Alternative Learning System in the Santa Maria District, Isabela
The Alternative Learning System (ALS) serves as a vital educational intervention for out-of-school youth, adult learners, and marginalized individuals who encounter barriers in accessing formal education. This study explored the learners’ experiences and educational perspectives on the implementation of the Alternative Learning System in the Santa Maria District, Isabela. Anchored on Transformative Learning Theory and Constructivist Learning Theory, the study employed a descriptive qualitative research design to examine learners’ educational experiences, participation, instructional interactions, and perceived challenges within ALS implementation. Participants included selected ALS learners, ALS teachers, and community stakeholders in the Santa Maria District. Data were gathered through semi-structured interviews, focus group discussions, observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that ALS implementation provides learners with flexible, accessible, and inclusive educational opportunities that support personal growth, literacy development, and life skills acquisition. Learners described ALS as a second chance for education that strengthened their confidence, motivation, and aspirations for future employment and academic advancement. The findings further revealed that supportive ALS teachers, contextualized instruction, and community support significantly contributed to learner participation and persistence. However, challenges such as financial difficulties, inconsistent attendance, limited learning resources, transportation barriers, and balancing work and family responsibilities affected learners’ educational engagement. The study concludes that ALS implementation significantly contributes to educational inclusion and learner empowerment among marginalized sectors. Strengthening instructional resources, community partnerships, learner support mechanisms, and flexible learning strategies is recommended to improve ALS implementation and learner participation. Keywords: Alternative Learning System, ALS learners, educational experiences, inclusive education, qualitative research, learner engagement, nonformal education
From Teaching Practices to Classroom Engagement: A Study of Learner-Centered Pedagogy at Bantug Elementary School
Learner-centered pedagogy has been widely advocated as a means of improving classroom engagement and learning outcomes in basic education. However, empirical studies that closely examine how teaching practices translate into actual learner engagement in elementary classrooms remain limited, particularly in public school contexts. This qualitative case study investigated how learner-centered pedagogical practices were enacted at Bantug Elementary School and how these practices shaped learners’ behavioral, emotional, and cognitive engagement. Data were generated through classroom observations, focus group discussions with learners, and semi-structured interviews with teachers. Using thematic analysis, four interrelated themes emerged: (1) dialogic teaching practices as foundations of participation, (2) learner autonomy and choice as drivers of motivation, (3) collaborative learning as a structure for sustained engagement, and (4) teacher scaffolding and feedback as supports for deeper thinking. Learners’ narratives revealed increased confidence, enjoyment, and persistence, alongside challenges related to uneven participation and time constraints. The findings demonstrate that learner-centered pedagogy fosters multidimensional classroom engagement when teaching practices intentionally foreground learner voice, interaction, and reflective support. Implications for teaching practice, school leadership, and future research are discussed.
Learner-Centered Teaching Practices and Learners’ Participation
This study examined learner-centered teaching practices and learners’ participation in the teaching–learning process at Santiago South Central School. The study aimed to explore how instructional strategies that place learners at the center of classroom instruction influence their behavioral, emotional, and cognitive participation. A qualitative descriptive research design was employed to capture authentic classroom experiences and perspectives. The participants included selected elementary school teachers and learners who were purposively chosen based on their direct involvement in classroom instruction. Data were collected through classroom observations, semi-structured interviews with teachers, and focus group discussions with learners to ensure data triangulation. Thematic analysis of the qualitative data revealed four major themes: learner-centered teaching practices as drivers of active participation, positive teacher–learner interactions fostering emotional engagement, contextualized instruction enhancing meaningful participation, and variations in learners’ participation due to individual differences. Findings showed that interactive strategies such as group work, guided questioning, and activity-based learning increased learners’ attentiveness and willingness to participate. Supportive and encouraging teacher–learner relationships created a safe learning environment that boosted learners’ confidence. Contextualized lessons helped learners connect new concepts to real-life experiences, resulting in better understanding and sustained interest. However, variations in participation were observed, as some learners remained passive due to shyness or low confidence, highlighting the need for differentiated and inclusive instructional practices. The study concludes that learner-centered teaching practices significantly enhance learners’ participation in the teaching–learning process. The findings underscore the importance of interactive, supportive, and contextualized instruction in promoting active and meaningful learning in elementary education.
The Learner-Centered Pedagogical Practices and Learners’ Academic Engagement at Turod Elementary School
Academic engagement is a critical factor influencing learners’ achievement, motivation, and long-term educational outcomes, particularly in the elementary years. This study examined how learner-centered pedagogical practices shape learners’ academic engagement at Turod Elementary School. Guided by constructivist and learner-centered learning frameworks, the study employed a qualitative case study design. Data were collected through classroom observations, semi-structured interviews with teachers, and analysis of instructional plans and learning materials. Findings revealed that learner-centered practices such as collaborative learning, differentiated tasks, guided inquiry, and contextualized instruction enhanced learners’ behavioral, emotional, and cognitive engagement. Teacher adaptability and supportive teacher–learner relationships further sustained engagement despite contextual challenges. The study highlights the pedagogical value of learner-centered instruction in elementary education and offers implications for teaching practice, school leadership, and future research.
Lived Instructional Experiences and Pedagogical Challenges of Technology and Livelihood Education Teachers in Elementary Schools of Cabagan, Isabela
Technology and Livelihood Education (TLE) plays an important role in developing learners’ practical skills, work values, creativity, and life competencies necessary for productive citizenship and lifelong learning. This study explored the lived instructional experiences and pedagogical challenges of Technology and Livelihood Education teachers in elementary schools of Cabagan, Isabela. Anchored on Experiential Learning Theory and Constructivist Learning Theory, the study employed a descriptive qualitative research design to examine instructional practices, classroom experiences, pedagogical adjustments, and challenges encountered by TLE teachers in elementary education. Participants included selected elementary TLE teachers from public schools in Cabagan, Isabela. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that contextualized instruction, experiential learning activities, demonstration-based teaching, and learner-centered classroom practices significantly contribute to meaningful TLE instruction and learner participation. Teachers emphasized the importance of practical activities, collaborative learning, and real-life applications in strengthening learners’ skills development and engagement. The findings further revealed that teachers continuously adapt instructional strategies to address limited resources, diverse learner abilities, and classroom management concerns. However, challenges such as insufficient instructional materials, inadequate tools and equipment, limited training opportunities, time constraints, and workload demands significantly affect instructional implementation. The study concludes that TLE teachers demonstrate resilience, adaptability, and instructional creativity in delivering meaningful learning experiences despite pedagogical and structural challenges. Strengthening instructional resources, teacher professional development, contextualized learning materials, and institutional support systems is recommended to improve TLE instruction in elementary education. Keywords: Technology and Livelihood Education, TLE teachers, pedagogical challenges, instructional experiences, experiential learning, qualitative research, elementary education
Understanding Pupils’ Learning Styles in Learner-Centered Elementary Classrooms at Sta. Cruz Elementary School
Learner-centered pedagogy emphasizes responsiveness to learners’ differences, including how pupils prefer to engage with and process information. In elementary education, understanding pupils’ learning styles can play a critical role in designing instruction that promotes meaningful participation and sustained engagement. However, empirical studies examining how learning styles are recognized and addressed within learner-centered classrooms particularly in public elementary schools remain limited. This qualitative case study explored pupils’ learning styles in learner-centered classrooms at Sta. Cruz Elementary School and examined how instructional practices aligned with these preferences influenced pupils’ academic engagement. Data were collected through classroom observations, focus group discussions with pupils, and semi-structured interviews with teachers. Thematic analysis revealed four key themes: (1) multimodal instruction supporting behavioral engagement, (2) learner choice and differentiation fostering emotional engagement, (3) collaborative learning reflecting social learning preferences, and (4) scaffolding across learning styles enhancing cognitive engagement. Findings indicate that learner-centered instruction that is responsive to diverse learning styles strengthens pupils’ participation, motivation, and understanding. The study concludes with implications for instructional practice, school leadership, and future research in elementary education.
Culturally responsive pedagogy (CRP) has emerged as a critical framework for addressing equity, inclusion, and relevance in diverse educational contexts. In indigenous and culturally rich communities, conventional teaching approaches often fail to connect learning content with learners’ lived experiences, resulting in disengagement and limited academic participation. This study examined the implementation of culturally responsive pedagogy in an elementary school serving a culturally distinct community, focusing on how culture is integrated into teaching–learning practices and how such integration influences learner engagement and participation. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with teachers, and focus group discussions with learners at Hapao Elementary School. Findings revealed that teachers integrated local culture through contextualized examples, indigenous stories, community practices, and culturally familiar language. These practices enhanced learner participation, comprehension, and sense of belonging. The study concludes that culturally responsive pedagogy functions as both an instructional and relational approach that supports inclusive learning environments in elementary education. Implications for teaching practice, school leadership, and future research are discussed. Keywords: culturally responsive pedagogy, elementary education, indigenous learners, contextualized instruction, learner engagement
Localized Pedagogical Practices in Araling Panlipunan and Their Influence on Civic Engagement Among Secondary Learners in Rural Ifugao Schools
Araling Panlipunan plays a significant role in developing learners’ historical understanding, cultural awareness, civic responsibility, and social participation. In rural educational settings, localized pedagogical practices become essential in making social science instruction more meaningful and culturally relevant to learners. This qualitative case study explored the localized instructional practices employed by Araling Panlipunan teachers and examined their influence on civic engagement among secondary learners in rural Ifugao schools. Data were gathered through semi-structured interviews, classroom observations, and document analysis involving Araling Panlipunan teachers from Lawig National High School and selected rural secondary schools in Ifugao. Findings revealed that teachers employed contextualized instruction, indigenous knowledge integration, community-based learning activities, and reflective classroom discussions to strengthen learner engagement and civic consciousness. The study further revealed that localized pedagogies enhanced learners’ appreciation of local history, cultural identity, social responsibility, and participatory citizenship. However, challenges such as limited instructional resources, insufficient localized materials, and learner disengagement remained persistent instructional concerns. Despite these challenges, teachers demonstrated adaptive and culturally responsive teaching practices that fostered meaningful civic learning experiences. The study highlights the importance of contextualized and culturally grounded social science education in strengthening civic engagement among rural secondary learners.