Paper Contents
Abstract
This study explored the lived experiences of veteran Grade 1 teachers in navigating the demands of 21st-century education and implementing the MATATAG curriculum in Districts 1 to 10 of the Surigao City Division. Employing a phenomenological research design, the study utilized Colaizzis (1978) method of data analysis to uncover meaningful insights from in-depth, semi-structured interview with seven purposively selected participants. The findings revealed that these veteran educators faced multifaceted challenges, including navigating technological transitions, adapting to shifting learner behaviors, and coping with the lack of a supportive educational environment. From these challenges, ten theme clusters were synthesized into three emergent themes. Despite these difficulties, the participants demonstrated resilience and adaptability, leading to the emergence of six adaptation clusters unified under the theme "Empowered and Reflective Teaching." The findings underscore the need to view veteran educators as key agents of educational continuity and innovation amid curriculum reforms.The study concluded that veteran Grade 1 teachers are not passive recipients of educational change; rather, they actively engage in reflective practice, peer collaboration, and professional growth. Their ability to adapt highlights the critical importance of recognizing their contributions and providing sustained institutional support. Recommendations were made for school administrators to design targeted professional development, for veteran teachers to document and share adaptive practices, and for schools to foster inclusive, learner-centered environments. Parents and communities are encouraged to engage actively with schools, while future researchers are urged to further investigate veteran teachers experiences across grade levels and contexts.
Copyright
Copyright © 2025 Maria Juneth C. Dueas. This is an open access article distributed under the Creative Commons Attribution License.
