Phenomenological study on the journey of integrated schools: from the views of stakeholders
1 Department of Education, Montevista, Davao de Oro, Philippines.
2 Graduate school and College Professor in Educational Administration – Assumption College of Nabunturan Thesis Panelist Assumption College of Nabunturan Member Philippine Association for Teachers and Educators Member – Association of Dean for Arts and Sciences.
Research Article
World Journal of Advanced Research and Reviews, 2024, 23(01), 869–874
Publication history:
Received on 26 May 2024; revised on 09 July 2024; accepted on 11 July 2024
Abstract:
This qualitative phenomenological study explores the lived experiences of PTA officials, teachers, and school administrators in integrated schools in Montevista, Davao de Oro, from 2017 to the present. Through in-depth interviews with nine respondents, key themes for overcoming challenges and fostering a supportive educational environment were identified: collaboration, determination, unity, and effective leadership. These elements are crucial in addressing the complexities of integrated school settings. The study recommends continuous professional development to enhance skills and knowledge, fostering an inclusive school culture, and ensuring adequate funding and resources from the Department of Education. Additionally, it suggests leveraging innovative solutions such as integrating technology into teaching, establishing mentorship programs for new teachers, and forming partnerships with external organizations for additional support. Promoting resilience and a culture of continuous improvement is also emphasized for navigating future challenges and ensuring sustained success. These findings underscore the importance of these key elements in enhancing stakeholder engagement and educational outcomes, offering valuable insights and a foundation for future research in similar contexts.
Keywords:
Integrated School; Stakeholders; Phenomenological Study; Challenges; Coping Mechanisms
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0