Lived Experiences of Teachers in the Implementation of Integrated School System: Challenges, Coping Mechanisms, and Support System
DOI:
https://doi.org/10.65339/ijsis.V1.I1.13Keywords:
Coping Mechanisms, Educational Sustainability, Integrated School System, Professional Resilience, Quality Education, Support Systems, Teacher Workload, Teachers’ Lived ExperiencesAbstract
This study examined teachers’ lived experiences in implementing the integrated school system at Panisijan Integrated School in Uson, Masbate, with emphasis on implementation challenges, coping mechanisms, support systems, and professional resilience. Guided by the Input–Process–Output conceptual framework, the study employed a qualitative phenomenological research design to understand teachers’ experiences within the integrated-school setting. Complete enumeration identified 15 eligible teachers, of whom 12 participated in the study. Data were collected using a validated structured interview guide containing open-ended questions administered through Google Forms and were analyzed through thematic analysis. The findings revealed that implementing the integrated school system was challenging but meaningful, providing opportunities for collaboration and professional growth while presenting significant instructional and organizational demands. Teachers encountered inadequate instructional materials, limited facilities and technological resources, staffing shortages, heavy teaching and administrative workloads, insufficient instructional time, and difficulties addressing diverse learner needs. They managed these challenges through time management, prioritization, collaboration, differentiated and flexible instruction, continuous professional development, mentoring, adaptability, personal commitment, and resilience. Administrative, technical, emotional, and peer support further strengthened their capacity to sustain instructional responsibilities. The study concludes that effective integrated school implementation requires responsive and holistic support addressing teachers’ instructional and well-being needs. It recommends improvements in infrastructure, learning and ICT resources, staffing, workload management, professional development, mentoring, teacher welfare, institutional coordination, and evidence-based educational policies. The study supports SDG 4 – Quality Education by contributing to inclusive, equitable, accessible, and quality education in an underserved rural setting. Its sustainability impact centers on educational, institutional, community, and socio-economic sustainability through sustained instructional quality, teacher resilience, institutional responsiveness, and equitable access to education.
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