Teachers’ Lived Experiences in the Implementation of Catch-Up Fridays in the Philippine Context

Abstract

This research focused on the description and analysis of implementing the Catch-up Friday’s program within Magsaysay Elementary Schools Teachers. It aimed to measure and describe the difference between policy planning and classroom practice, to identify the problems faced by the teachers, and the processes they followed in dealing with such challenges. This is a qualitative study that utilized a phenomenological design to understand the lived experiences of teachers in Magsaysay Elementary School using the program. The study was with selected teachers in Magsaysay Elementary Schools. Five (5) teachers selected as the primary participant to took part in the study. Data were collected using semi-structured interviews, which were administered face to face interview for the purpose of convenience of the participant. The data collected were analyzed using Interpretative Phenomenological Analysis of Jonathan Smith to understand individual experiences and perception. Consequently, from the findings of the evaluation, it was shown that teachers faced different hindrances in rolling out the Catch-up Fridays program. They included lack of orientation and training, poor resources, overloaded workloads, poor student participation, and inappropriate application of gamification that veered off the fundamental objectives of the program. Regardless of these issues, teachers utilized strategies like structured peer learning, cooperative classroom activities, and feedback Participants proposed the utilization of small, mixed-ability classes with collaborative approaches like Think–Pair–Share and Jigsaw to reduce the teaching load while promoting teamwork, responsibility, and engagement on the part of students. Applying distinct rubrics for qualitative and quantitative feedback was also proposed to develop a positive learning culture and enhance classroom performance. Moreover, the research inspires students to assume responsibility for learning by peer teaching and reflection on practice, hence cultivating motivation, self-confidence, and self-regulation. Lastly, the research suggests that subsequent studies investigate the long-term effects of the Catch-up Friday's program across different settings, and assess the strength of various models of feedback, including digital and anonymous feedback systems. These recommendations are intended to enhance the sustainability, equity, and learner focus of the program, ultimately fostering collaboration, resilience, and lifelong learning.