2022 IJRSE – Volume 11 Issue 13
Available Online: 8 November 2022
University of Mindanao, Philippines (firstname.lastname@example.org)
The study aimed to explore the perspective of public elementary school teachers in Grade 5 or Grade 6 who taught all the subjects in a single class. This is a qualitative-case study which participated with three (3) participants were identified using the purposive sampling method. Thematic analysis was utilized to generate the results from the participants’ perspective. Overall, the participants closely shared the same stories in straight teaching. In the interviews, they highlighted the succeeding significant themes: (1) common challenges in straight teaching; (2) ways of coping in straight teaching; (3) application of non-traditional teaching practices; (4) application of classroom management practices; (5) lessons and insights gained from straight teaching; and (6) the need to provide support to the teachers who handled all subjects in a single class. From these findings, it is implied that plenty of support and assistance should be provided to them by the concerned authorities such as the officials of the Department of Education (DepEd). Another, ways of coping and classroom practices should be emulated by all teachers in the service. Likewise, future researches are also encouraged to further validate the results found in this narratological study. Most importantly, the study is expected to contribute more information on the literature related to straight teaching and aboriginal education.
Keywords: public elementary school teachers, straight teaching, case study, Philippines
Cite this article:
Dipolog, S. (2022). Revealing perspectives of teachers on straight teaching: The case of secondary teachers. International Journal of Research Studies in Education, 11(13), 115-124. https://doi.org/10.5861/ijrse.2022.359