Reading Dilemma of Learners: Addressing the Barriers of Learning

The purpose of this qualitative study, employing a phenomenological approach, was to explore the experiences of public-school teachers in New Bataan District, Davao de Oro, regarding learners' reading dilemmas and how teachers addressed the barriers to learning. The study examined the challenges and difficulties encountered by teachers, as well as their coping mechanisms for overcoming each obstacle. Data were gathered through a qualitative process from ten participants who had direct involvement and experiences with the phenomenon. Ethical considerations and proper health protocols were observed throughout the research process. Data analysis employed an analytical framework aligned with the assumptions of qualitative research. The findings revealed that teachers' experiences involved pedagogical challenges, professional disappointments, and social frustrations. Consequently, strategies such as leading strategically, developing relevant skills, and fostering positive attitudes were identified as essential in managing learners' reading dilemmas. The study implied that, since reading was so vital, schools needed to dedicate significant time not only to teaching children how to read but also to demonstrating how to use reading for both informational and enjoyable purposes. School leaders were encouraged to empower teachers and reflect on their navigation of these experiences, while expanding resources, strategies, and communication methods.