Multifaceted Pedagogy: Exploring Effective Management Strategies for English Subject Teachers in Integrated Schools

This study explored the lived experiences of Integrated School Teachers of New Corella District handling English-subjects. Utilizing a qualitative phenomenological approach, the research sought to understand the realities and challenges faced by English subject teachers and identify strategies for effective educational management. Data were gathered through in-depth interviews (IDI) and focus group discussions (FGD) with purposefully selected ten participants who had substantial experience teaching English in Integrated School settings. Three major themes emerged from the participants’ lived experiences: developing language proficiency among students, employing adaptive strategies and technology integration, and integrating content and language learning. Regarding coping mechanisms, teachers highlighted fostering a positive mindset, demonstrating adaptability and continuous learning, utilizing differentiated instruction, and implementing varied instructional methodologies to meet diverse learner needs. Moreover, the educational management insights drawn from the participants emphasized the importance of curriculum alignment and coherence to ensure systematic and progressive instruction, instructional coaching to support teacher development, and the provision of a resource-rich environment to enhance English teaching and learning. These findings highlight the need for responsive and strategic management practices tailored to the context of Integrated Schools, supporting teacher effectiveness and improving student outcomes in English education within the New Corella District.