World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue II (February 2026), pp.277-300
Roland C. Dacalos
Napolan National High School Napolan, Pagadian City
Abstract
This phenomenological study examined the lived experiences, challenges, and coping strategies of non-values education teachers in the South District of Pagadian City Division as they endeavored to integrate moral and ethical principles into non-values subjects such as science and mathematics. Ten teachers without formal training in values education participated in semi-structured interviews for the study, which examined the impact of institutional support, curriculum demands, policy deficiencies, and resource limitations on teachers' confidence and practices. A thematic analysis revealed that numerous educators regarded values integration as essential for the comprehensive development of students; however, they expressed uncertainty regarding its consistent implementation, especially in technical subjects. Even with these problems, teachers used helpful methods like storytelling, making connections to the real world, modeling behavior, having conversations and thinking about things, and experiential learning. These methods were often helped by unofficial cooperation. The findings say that schools need clearer policies, ongoing professional development, and teacher support systems that make values education a normal part of every subject.
Keywords: Values Integration; Non-Values Education Teachers; Phenomenology; Moral and Ethical Education; Professional Development
https://doi.org/10.65494/pinagpalapublishing.154
