EXPLORING THE STRUGGLES OF TEACHERS IN ENHANCING ACADEMIC RESULTS AMIDST INSUFFICIENT SCHOOL INFRASTRUCTURE: A PHENOMENOLOGICAL STUDY

Abstract

This phenomenological study explores the struggles faced by teachers in enhancing academic results amidst insufficient school infrastructure in the Division of Maguindanao del Sur, Philippines. The research highlights the pressing need for adequate school facilities, the difficulties teachers encounter in delivering effective instruction, and the coping mechanisms they employed in response to infrastructural challenges as they strive to improve the students’ academic outcomes and mitigate these challenges. Through surveys and qualitative interviews with school heads and teachers, the study identifies specific infrastructural deficits and key issues such as overcrowded classrooms, increased student-teacher ratios, lack of laboratories, armchairs, essential resources and teaching materials, the use of makeshift classrooms, integration of technology, the presence of man-made calamities and armed conflicts in some areas and its impact of these conditions on teachers’ morale and students’ overall academic outcomes. The findings reveal critical relationship between school infrastructure and academic performance, emphasizing the need for interventions to improve learning environments. Furthermore, this study draws upon the principles of Environment Psychology, Constructivist Learning Theory and Maslow’s Hierarchy of Needs and seeks to equip educators, school heads, stakeholders and policymakers in Maguindanao del Sur Division with insights to create improved learning environment that supports both teaching and learning amidst the challenges in school facilities fostering resourcefulness in maximizing available resources, optimizing proper budget allocation and project prioritization and strengthening the partnership with the Local Government Unit and Non-Government Organizations for overall successful academic outcomes. Keywords: school infrastructure and student outcomes, teaching challenges in Philippines, overcrowded classrooms impact, coping with educational challenges, strategic educational interventions