TRANSITION OF CLASSROOM STRUCTURING TO BARE CLASSROOM: A TEACHER'S VOICE

This study aimed to explore and gain an in-depth understanding of teachers’ experiences and perceptions regarding the transition from a structured classroom to a bare classroom in the field. Employing a qualitative research design, this study utilized an interpretative approach to examine the lived experiences of teachers, providing deeper insights into the challenges and implications of this transition to generate contextually relevant solutions. The participants comprised 11 teachers from the Lambayong III District during the school year 2024–2025. Data were collected through a semi-structured questionnaire, and thematic analysis was employed to identify emerging themes. Findings revealed two primary themes regarding teachers’ perceptions of the transition: (1) an enhanced focus on teaching and learning and (2) the benefits of a simplified and clutter-free environment. In terms of the effectiveness of the bare classroom policy in improving the teaching and learning environment, themes that emerged emphasized the importance of a well-organized and distraction-free classroom setting. Furthermore, the study identified both advantages and disadvantages of the policy, with key themes highlighting (1) reduced distractions and (2) the creation of a conducive learning environment. Given the study’s scope, future research is recommended using the same instrument and methodologies in different settings with a larger sample size to further validate the findings and provide broader implications for educational practice.