Paper Contents
Abstract
Abstract This phenomenological study delved into the viewpoints of teachers on effective literacy instructions at North District, Division of Tagum City. Furthermore, this study aimed to uncover their coping mechanisms and insights that can be shared to others which are vital to educational management. Qualitative phenomenological study was employed in exploring the views of the ten (10) elementary teachers of which primary instrument of data gathering was through in-depth interview. Major results revealed that in exploring teachersviewpoints, three major themes emerge. shedding light on the intricate dynamics of literacy instruction. This discussion delves into the themes of teaching strategies and approaches, challenges and solutions in literacy instruction, and impact on student learning and development. Likewise, in this exploration of the coping strategies employed by teachers in the face of such challenges, three major themes emerge: adaptation and differentiation, professional development and collaborative leaming, and innovative use of resources and technology. These themes encapsulate the multifaceted strategies teachers employ to ensure that literacy instruction remains robust, engaging, and tailored to the diverse needs of students. Finally, their insights and perspectives on effective literacy instruction provide valuable glimpses into the multifaceted landscape of education. This exploration delves into three major themes that encapsulate the rich experiences and viewpoints of teachers: impact on student engagement, assessment and feedback in literacy, and literacy across subjects. The research implications concerning effective literacy instructions for learners hold significant implications for the realm of education, shaping practices, policies, and the overall learning experience. By delving into this critical domain, the research has unearthed valuable insights that resonate across educational landscapes. The implications derived from this research underscore the importance of tailored instructional strategies, differentiated approaches, and the integration of technology in fostering robust literacy skills among diverse learners. Keywords: Literacy instruction, learners, viewpoints of teachers, phenomenology
Copyright
Copyright © 2024 Girlie R. Banico. This is an open access article distributed under the Creative Commons Attribution License.
