Elementary Teachers’ Experiences on the Implementation of Catch- up Fridays in Kapalong: Reading in Focus

This research sought to delve into and appreciate the experiences, coping strategies, and views of Kapalong elementary teachers on implementing Catch-Up Fridays, with emphasis placed on reading remediation. Utilizing a phenomenological approach, the study recruited 14 public elementary teachers who were purposively selected to take part in in-depth interviews and focus group discussions. Transcribed data thematic analysis yielded three overarching themes. First, experientially, educators faced issues such as dealing with students' diverse levels of reading but succeeded through differentiated instructional materials, hands-on activities, and targeted literacy sessions. Second, their resilience strategies involved using both digital and traditional tools, efficient time management, meticulous lesson planning, and positive reinforcement. Third, educators viewed Catch-Up Fridays as an invaluable intervention in the closing of learning gaps, pinning a premium on flexibility, creativity, administrative support, and proper resource allocation. The results indicate that although Catch-Up Fridays are largely viewed as helpful, their success largely hinges on teachers' flexibility and the institution's support. The research concludes that reinforcing support systems, providing professional development, and making adequate resources available are essential for maintaining and strengthening remedial efforts such as Catch-Up Fridays, particularly in the case of post-pandemic educational recovery.