Lived Experiences of Teachers Handling Mother Tongue as a Subject in Private Elementary Schools

This study explored the lived experiences of private school teachers in handling Mother Tongue as a subject. Conducted in three private elementary schools in the Bayugan City Division during the school year 2022-2023, it investigated the challenges, difficulties, and instructional strategies employed by teachers. Nine (9) purposively selected private school teachers participated in phenomenological interviews. The study examined the teachers’ strategies, innovations, interventions, and initiatives in addressing real classroom experiences related to Mother Tongue instruction. Data analysis followed Creswell’s (2007) phenomenological approach. Findings revealed seven emerging themes: (1) Insights gained in teaching the subject; (2) Preserving and showcasing culture and language; (3) Developing resourcefulness in instruction; (4) Rigor in teaching due to insufficient materials; (5) Challenges in aligning competencies with curriculum standards; (6) Limited support for teachers; and (7) Lack of learner interest in the Mother Tongue. To address these challenges, the study proposes an intervention plan aimed at improving the teaching and learning experience in Mother Tongue instruction.