Lived Experiences of Public Elementary Teachers in Foundational Literacy Instruction: A Descriptive Phenomenological Study

This study examined the lived experiences of public elementary teachers in foundational literacy instruction. A Husserlian descriptive phenomenological design involved nine teachers from Balanti Elementary School, Cainta II, Division of Rizal, selected through purposive criterion sampling. Individual, in-depth, semi-structured interviews were analyzed through Colaizzi’s method, progressing from significant statements and formulated meanings to theme clusters, an exhaustive description, and a fundamental structure. Completed Step 7 participant-validation records were unavailable; participant confirmation was therefore not claimed. Five themes emerged: Learner Differences as the Starting Point for Literacy Instruction; Continuous Adjustment of Instruction to Learner Need; Gradual Progress as a Source of Persistence and Fulfillment; Literacy Instruction as Shared Work; and Teaching Literacy as Continuing Professional Learning Within Real School Conditions. Teachers encountered differences in letter-sound knowledge, blending, word reading, vocabulary, comprehension, confidence, and participation. They adjusted instruction, persisted through uneven progress, sought professional and family support, and continued developing their practice. The essence was sustained, learner-responsive, relational, and developmental work. The Proposed Foundational Literacy Instruction Leadership Framework organized learner-responsive support, adaptive instruction, collaboration, resources, professional learning, monitoring, and reflection. Its feasibility and effectiveness require subsequent implementation and evaluation.