Enabling and constraining factors in sustaining lesson study as a professional learning activity of teachers in the Philippines

Purpose This study investigates the factors that enable or constrain the adoption and sustainability of Lesson Study as a professional learning activity among teachers in the Philippines. It aims to provide insights into the experiences of teachers who have implemented lesson study and the perspectives of those who have not, to identify both enablers and barriers to its sustained practice. Design/methodology/approach We conducted a descriptive qualitative content analysis of open-ended survey responses from educators with lesson study implementation experiences and those who had none. Categories were developed inductively and their salience summarized as percentages of coded references. We then interpreted these categories using the Interconnected Model of Professional Growth (IMPG) to theorize entry and sustain pathways for lesson study as recurring, professional development-embedded practice. Findings Findings reveal nine key enablers and eight constraints affecting lesson study implementation. Practitioners emphasized intrinsic factors such as teachers’ attitudes, collaboration, and commitment, while nonpractitioners pointed to extrinsic factors like leadership support, training access and time constraints. Both groups acknowledged the importance of leadership, school culture and resource availability. Participation in lesson study led to gains in professional growth, instructional improvement and collaboration. Originality/value This study contributes to the limited research on Lesson Study sustainability in developing countries, particularly in Southeast Asia. It integrates Lesson Study practitioner and nonpractitioner perspectives, supported by a theoretical framework, to inform policy and implementation.