To Assign or Not to Assign: A Qualitative Study of Teachers’ Views on Homework for Junior High Learners

Homework remains a widely used instructional tool in basic education, yet its value is often debated. This study aimed to explore the perspectives of junior high school teachers regarding the practice of assigning homework. It focused on identifying the challenges they encounter, the coping mechanisms they employ, and the insights they hold about the educational value of homework. A qualitative research design using phenomenology was employed to capture the lived experiences of eight junior high school teachers, with two teachers representing each grade level. Data were collected through in-depth interviews guided by a semi-structured interview guide. Thematic analysis, based on Braun and Clarke’s (2006) framework, was used to analyze the data. Five major challenges were identified: lack of student motivation, limited home resources, time constraints in curriculum coverage, issues in parental involvement, and variation in students' academic abilities. Teachers addressed these challenges through strategies such as designing engaging, low-cost, and differentiated homework; integrating tasks with daily lessons; and improving communication with parents. From these experiences, three key insights emerged: homework must be context-sensitive, effective communication supports success, and flexibility is crucial in overcoming homework-related barriers. The study reveals the need for responsive and inclusive homework practices that consider the lived realities of students in public schools.