Navigating through challenges lead to solution: Teachers experience in teaching Filipino subject

Abstract

This action research aimed to identify and explore the instructional difficulties encountered by teachers in teaching the Filipino subject in rural elementary schools, as well as the interventions needed to address these challenges. The study employed a qualitative approach, gathering data from ten Filipino teachers through structured questionnaires. Findings revealed that teachers face multiple challenges, including insufficient Filipino books and instructional materials, students’ limited understanding of Filipino (language barriers), minimal daily use of the language, diverse learner abilities, and poor or unstable internet connectivity. To overcome these difficulties, teachers emphasized the importance of trainings and seminars, contextualized lessons, parental involvement and home follow-up, ICT and multimedia integration, collaborative learning activities, and organizing language-related school events. The study highlights the need for a holistic approach that combines resource provision, professional development, and community engagement to improve Filipino instruction in rural contexts. The findings underscore that, despite resource limitations, learner-centered strategies and innovative teaching practices can enhance student engagement, language proficiency, and motivation, ultimately contributing to a more effective and meaningful learning environment for Filipino learners.