ELEMENTARY TEACHERS’ LIVED EXPERIENCES IN HANDLING LEARNERS WITH READING DIFFICULTIES IN MAINSTREAM CLASSROOMS

This study emphasizes more on the lived experiences of elementary education teachers who handles learner with reading difficulties. A qualitative phenomenological design is used, using semi structured in-depth interviews and focused group discussion of 5 teachers from an elementary school of Barangay Nangan who handles learners with reading difficulty through purposive sampling. The data is analyzed using a thematic analysis that revealed the essential statements of the challenges, coping mechanisms and insights of elementary teachers handling learners with difficulty. Furthermore, teachers’ experiences challenge in handling learners with reading difficulty but they also manage to handle the challenges through coping mechanisms that widened their perception as an elementary teacher who handles learner with reading difficulty, that influences teachers’ self-efficacy. This only shows a clearer picture of the education in public schools, the reality that was expressed by the teachers especially in the rural area of Barangay Nangan. Further research is recommended in the influence of learner’s condition in the aspect of reading difficulty. KEYWORDS: Reading Difficulty; Elementary Teachers; Experience