Lived Experiences of Key Stage 3 English Teachers Teaching in Public Schools

Abstract

This study explored the lived experiences of Key Stage 3 English teachers in teaching the integrated language macro-skills of listening, speaking, reading, writing, and viewing in large public-school classes. Anchored on the Teacher Resilience Model and guided by Giorgi’s descriptive phenomenological method, the study sought to describe teachers’ experiences, the meanings they attached to significant teaching moments, recurring instructional patterns, and practical support needed for large-class instruction. A qualitative descriptive phenomenological research design was employed involving eight purposively selected English teachers from Lutucan Integrated National High School, Schools Division of Quezon. Data were gathered through expert-validated semi-structured interviews, audio-recorded, transcribed verbatim, and analyzed using Giorgi’s descriptive phenomenological method with member checking, peer debriefing, and an audit trail to ensure trustworthiness. The findings revealed that teachers experienced macro-skills instruction as a demanding yet transformative process requiring continuous classroom management, instructional adaptation, reflective practice, and emotional resilience. Speaking presented the greatest classroom management challenges, writing generated the heaviest assessment workload, reading revealed hidden comprehension difficulties, listening required sustained attention, and viewing primarily supported learner engagement. Teachers relied on structured routines, differentiated instruction, peer support, collaborative learning, and reflective teaching to sustain meaningful instruction despite overcrowded classrooms and limited individualized attention. The study concludes that effective large-class macro-skills instruction depends on continuous instructional adjustment, collegial support, learner-centered practices, and institutional assistance. It recommends strengthening teacher support systems, professional development, and validating the proposed Large-Class Macro-Skills Teaching Support Guide before wider implementation. This study supports Sustainable Development Goal 4 (Quality Education) by promoting improved teaching quality and Sustainable Development Goal 8 (Decent Work and Economic Growth) by emphasizing teacher resilience and supportive working conditions. Its sustainability contribution lies in providing context-specific evidence that can strengthen teacher development, institutional support, and equitable access to quality English language education in public schools.