PROBATION AND ADVERSITY OF ELEMENTARY TEACHERS IN READING: COMPREHENSION SKILLS OF STUDENT LEARNING ENGLISH AS ADDITIONAL LANGUAGE

The purpose of the study was to explore the probation and adversity faced by elementary teachers in teaching reading comprehension skills as an additional language to grade five learners. The study included a total of nine (9) participants from Davao del Sur. If necessary, participants engaged in either focused group discussions or in-depth interviews. Specifically, five participants took part in the in-depth interviews (IDI), while the remaining four participated in focused group discussions (FGD). They were required to have a minimum of five years of experience in teaching English. This experience included working with students whose primary language was not English. This study employed a qualitative phenomenological research design and procedure to capture in-depth insights into the learning processes and strategies of participants. This study explores the challenges faced by elementary teachers during their probationary period and the adversity they encounter while teaching reading comprehension to students learning English as an Additional Language (EAL). It highlights the impact of addressing diverse reading levels in the classroom, where teachers employ various strategies, such as using visuals and interactive activities, to cater to the needs of EAL learners. The study also emphasizes the role of staff meetings and professional development in supporting teachers, providing opportunities for growth, collaboration, and the sharing of best practices. By examining these themes, the research aims to identify the factors influencing both teachers' effectiveness and students' reading comprehension skills, ultimately offering insights into the importance of teacher support and targeted instructional strategies for EAL learners. KEYWORDS- Probation, Adversity, Elementary Teachers, Reading, Comprehension Skills, Student Learning English, Additional Language