Guiding Learners Facing Academic Challenges: An Inquiry

Abstract

This qualitative inquiry explored the lived experiences of Grade VI public elementary school teachers in addressing academic difficulties among learners. Anchored in a phenomenological approach, the study aimed to uncover how teachers guide and support struggling students amid the growing demands of the 21st-century classroom. Data were gathered through In-Depth Interviews (IDI) and Focus Group Discussions (FGD) with ten purposively selected participants from the Langilan District, Division of Davao del Norte, each having at least five years of teaching experience. Through Thematic Analysis, three major themes emerged: building meaningful teacher-student relationships, implementing differentiated instruction, and displaying patience, emotional regulation, and encouragement. Coping mechanisms included fostering collaborative reflection, setting realistic expectations, and seeking administrative and institutional support. Teachers also demonstrated strategic leadership, integrated technology-supported engagement, and exhibited adaptive patience in guiding learners. The findings offer practical implications for improving instructional practices, teacher support systems, and educational leadership, particularly in addressing the needs of academically challenged learners in public elementary education. To broaden its impact and contribute to educational practice and policy, the publication of this study in a reputable academic journal is strongly recommended.