International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 7 Issue 2
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Teachers Academic Struggles in Department of Education Surigao City Division, Philippines

Author(s) Mr. Emmanuel Melida Enriquez
Country Philippines
Abstract This study explored the academic struggles of elementary English teachers in the Department of Education, Surigao City Division, focusing on content knowledge, assessment strategies, instructional materials, and administrative support. Despite ongoing efforts to enhance instruction, challenges persist in these areas. This study aims to identify these difficulties and examine factors influencing teachers' academic struggles.

Using a mixed-methods approach with a phenomenological research design, data were collected from 261 elementary teachers through researcher-made questionnaires. Findings revealed that most respondents were female, aged 51 and above, with master’s units, at least 16 years of teaching experience, and English as their major. Teachers encountered difficulties in writing instruction, reading comprehension, grammar, vocabulary, and the development of students' critical thinking skills. Additionally, those with higher educational attainment experienced fewer academic struggles, emphasizing the need for continuous professional growth.

To address these challenges, the study recommends targeted training programs, improved access to instructional materials and technology, and the adoption of innovative teaching strategies. Strengthened administrative and parental support is also crucial. Professional development in content mastery, task management, and ICT integration is essential for enhancing teaching effectiveness. The Department of Education should allocate resources and implement structured interventions to improve teaching competencies and student learning outcomes. Further research on the impact of intervention programs is recommended to ensure continuous improvements in elementary English education.
Keywords Academic struggles, Elementary English teachers, Content knowledge, Professional development, Teaching competencies
Published In Volume 7, Issue 2, March-April 2025
Published On 2025-03-14
DOI https://doi.org/10.36948/ijfmr.2025.v07i02.39006
Short DOI https://doi.org/g892qm
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E-ISSN 2582-2160
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