Paper Contents
Abstract
AbstractThis phenomenological study explored the constructs of teachers in phonological instructions at Banaybanay District, Division of Davao Oriental. Furthermore, this study aimed to uncover their 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 findings revealed that the constructs of teachers in phonological instructions are multifaceted and can be analyzed through three major themes: professional development and training, pedagogical practices and instructional strategies, and impact on student leaming outcomes. Furthermore, three major themes emerged as critical aspects of how educators navigate these complexities: adaptability and flexibility in instructional approaches, differentiation and individualization of instruction, and professional learning communities and peer support. Finally, three major themes emerged from these insights, providing a nuanced understanding of the intricate dynamics surrounding phonological awareness instruction. These themes-curricular alignment and integration, assessment practices and feedback mechanisms, and resource allocation and support systems-serve as essential pillars for educational management seeking to enhance the quality and efficacy of literacy development programs. Understanding the implications of research on phonological instructions for learners, particularly within the context of teachersconstructs, is crucial for shaping effective educational practices. The researcher in this domain shed light on the intricate interplay between teachersexperiences, beliefs, and instructional strategies, offering valuable insights into the factors influencing the delivery of phonological instruction. Keywords: Phonological instructions, constructs, primary education settings
Copyright
Copyright © 2024 SAHAMIE S. SAWAT. This is an open access article distributed under the Creative Commons Attribution License.
