Challenges of Grade I Teachers in Teaching Literacy and Numeracy in Last Mile Schools

Abstract: This study explored the challenges faced by Grade 1 teachers in last-mile schools using a phenomenological approach. Interviews with five teachers from a small school division in Negros Island revealed key challenges, including academic achievement gaps, student engagement issues, family and home influence, language barriers, teacher well-being, and limited technological resources. Teachers coped through needs-based instruction, professional development, collaboration, and thorough preparation. Best practices identified for replication included feedback-driven assessments, collaborative teaching, technology-based instruction, and inclusive learning methods. Despite these efforts, persistent issues such as inadequate resources, learner-specific support needs, teacher burnout, and parental involvement challenges remained. Suggested solutions included equitable resource distribution, targeted educational programs, language-responsive training, and a supportive work culture. Teachers also highlighted valuable lessons, such as core teaching insights, the importance of collaboration, and personal growth. The study likens these experiences to a climber overcoming rocky obstacles, where coping mechanisms and best practices act as protective gear, unresolved challenges as large rocks, and suggested solutions as an unused pickaxe. Future research on educational challenges may adopt this perspective, emphasizing learning as the driving force behind teaching. Implementing the proposed solutions and adopting best practices are highly recommended. Keywords: Challenges, grade 1 teachers, literacy, numeracy, last mile schools