Experiences of Teachers in the Implementation of ABC+ Project

Abstract

This study entitled lived experiences of elementary teachers in implementing the ABC+ project in cluster iii, division of la Carlota City: basis for intervention determined the profile of teachers, their lived experiences in adapting to new instructional strategies, digital modalities, and multilingual learning environments, and the possible interventions to strengthen program implementation. respondents were elementary teachers handling grades 1 to 3 in cluster iii schools during school year 2025–2026. a qualitative research design was employed, using interviews and narrative analysis to capture authentic perspectives. results revealed that teachers varied in age, sex, grade level handled, educational attainment, length of service, and seminars/trainings attended. their lived experiences highlighted challenges in shifting to digital platforms, adjusting to multilingual instruction, and integrating innovative strategies, though resilience and professional adaptation were evident. findings underscored the importance of continuous technical support, culturally responsive pedagogy, and sustained professional development. no formal hypothesis was proposed; instead, themes emerged inductively. the study recommends targeted interventions to enhance teacher readiness, strengthen instructional leadership, and promote inclusive and sustainable implementation of the ABC+ project.