2026 IJRSE – Volume 15 Issue 14
Available Online: 14 June 2026
Author/s:
Ceblano, Hazelle Joy B.
Leyte Normal University, Philippines (hazellejoyceblano@gmail.com)
Abstract:
This study focused on examining the challenges faced by novice Social Studies teachers in using the Filipino language as a medium of instruction. A phenomenological research method was employed to identify the common difficulties encountered by the teachers, their effects on the teaching process, and the strategies utilized to overcome these challenges. The respondents consisted of thirty (30) novice teachers from selected schools in Eastern Samar. Interviews were used as the primary instrument for data collection. The findings revealed that the major challenges experienced by the teachers included limited proficiency in academic Filipino, difficulty in translating technical and subject-specific terminologies, and a lack of confidence in speaking Filipino during instruction. The study also showed that training, extensive reading, and institutional support from schools play a significant role in enhancing teachers’ instructional competence. Based on these findings, the study recommends the conduct of regular seminars and workshops to further develop the Filipino language proficiency and teaching skills of novice teachers.
Keywords: Filipino language, novice teacher, social studies, teaching, challenges
DOI: https://doi.org/10.5861/ijrse.2026.26267
Cite this article:
Ceblano, H. J. B. (2026). Hamon ng mga baguhang guro sa araling panlipunan sa paggamit ng Wikang Filipino sa pagtuturo. International Journal of Research Studies in Education, 15(14), 185-190. https://doi.org/10.5861/ijrse.2026.26267