ON THE PERSPECTIVES OF ELEMENTARY TEACHERS IN THE IMPLEMENTATION OF NO HOMEWORK POLICY: A PHENOMENOLOGY

Abstract

This study explores the perspectives and lived experiences of elementary school teachers regarding the implementation of the No Homework Policy at Cambanogoy Central Elementary School. Utilizing a qualitative phenomenological approach, the research aimed to understand the personal experiences, coping mechanisms, and insights of fourteen (14) elementary teachers through in-depth interviews. The findings revealed three key themes related to the implementation: challenges in ensuring mastery of lessons, enriched family bonding time for students, and the extension of teaching-learning processes within school hours. In response to these challenges, teachers adopted strategies such as hands-on experiential learning, open communication with parents and students, continuous professional development, and peer collaboration. Grounded in Self-Determination Theory, Kohns No Homework proposition, and Vygotskys Social Development Theory, the study provides critical insights into how eliminating homework can influence instructional practices, student engagement, and academic development. The research contributes valuable knowledge for educators, policymakers, and school administrators seeking to develop balanced educational policies that prioritize both learning outcomes and student well-being.