Experiences and Challenges of Teachers in the Implementation of Literacy and Numeracy Roadmap

Literacy and numeracy are foundational skills essential for students’ overall academic success and lifelong learning. This study explored how the Literacy and Numeracy Roadmap (LNR) has been implemented in selected public elementary schools, specifically focusing on the lived experiences of teachers, the difficulties they encountered, their instructional strategies, and the observable effects on learners' reading and numeracy development. Using a qualitative method anchored in phenomenological inquiry, this study involved 9 elementary school teachers, 6 school heads, and 6 parents from the District of Pilar. Data were collected through Focus Group Discussion with teachers and in-depth interviews with parents and school heads using a researcher-made interview guide, with recordings transcribed, coded, and analyzed thematically. This study further used a coding software (NVivo) for systematic coding and organization of qualitative data. Findings revealed that the significant experiences of teachers in the implementation of Literacy and Numeracy Roadmap (LNR) involved the identification of struggling learners, use of interventions, and monitoring and evaluation. Key barriers to LNR implementation included insufficient training, burnout, financial constraints, lack of parental support, emotional strain, instructional silos, policy gaps, limited institutional backing, time limitations, and inadequate technology and assessment tools. Teachers observed notable improvements in learners’ foundational skills in reading, writing, and numeracy, along with increased motivation, effective remediation, greater parental involvement, independent learning habits, and data-supported academic gains. The success of LNR was largely attributed to teachers’ daily practices, which aligned with the roadmap’s goals. These included diagnostic-based planning, structured remediation, differentiated instruction, contextualized and active learning, progress monitoring, parent engagement, learner recognition, peer support, innovative use of resources, and adaptive teaching. To deepen its impact, the study suggests standardizing assessment schedules, investing in remediation, nurturing school-family collaboration, and encouraging adaptive and reflective instruction.