Socio-Economic Exploration of Teaching Recovery: A Phenomenological Study on Island Teachers Implementing Learning Recovery Programs & Projects

Jennylyn B. Bien
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Jennylyn B. Bien: Bicol University Graduate School, Legazpi City Albay, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 701-707

Abstract: This Phenomenological study discusses the lived experiences of island teachers teaching and school heads managing schools located at Cagraray Island of Malilipot, Albay Philippines. The study explores the socioeconomic factors that the teachers and school heads encounter in implementing mandated and school-initiated Learning Recovery Programs and Projects (LRPPs). Because basic education plays an important role in shaping the workforce of any country, it is then important for educators to strive and strengthen basic knowledge and skills among its learners, most specifically literacy and numeracy. One of the most significant actions taken by the Department of Education (DepEd) would be the implementation of Learning Recovery Programs and Projects (LRPPs) cascaded and mandated to all public schools in the Philippines. This also includes school-initiated programs and projects that schools have innovated as part of the campaign. The study then aimed to present the lived experiences of teachers and school heads in implementing these LRPPs. Specifically, the socio-economic factors that influenced the status and implementation of the projects. The study used thematic analysis in analyzing the collected and transcribed interview responses from the three island teachers and two island principals. Results revealed that there are external and internal socioeconomic factors that influence the status and implementation of the projects. External socioeconomic factors included: (a) Availability of resources; (b) Number of Projects and Programs; and (c) Local Government Units (LGUs) Support. The internal socioeconomic factors included: (d) Workload balance of implementers; (e) Desire for Professional Growth; (f) Dedication to the Teaching Profession; and (g) Learners’ and Parents’ Participation. Data collected also revealed that the status of the LRPPs and their implementers could be reflected in the level of external and internal factors evident.

Date: 2025
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