World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.121-127
Reynold D. Dadecao
Benguet State University
Abstract
Campus journalism is an important educational practice that develops students’ writing skills, critical thinking, and civic engagement. In the Philippines, journalism activities are institutionalized through the Campus Journalism Act of 1991, which encourages schools to establish student publications and participate in journalism competitions. However, in many schools, teachers assigned as journalism advisers and coaches do not have formal training in journalism. This study explored the challenges experienced by teachers who teach and coach school journalism without formal preparation for competitions. Using a qualitative phenomenological research design, data were gathered through semi-structured interviews with teachers assigned as school paper advisers in public elementary schools. Thematic analysis revealed several major challenges, including lack of technical knowledge in journalism, difficulty coaching competition categories, limited training opportunities, lack of instructional resources, and workload constraints. Despite these challenges, teachers demonstrated adaptive strategies such as self-learning, peer collaboration, and mentorship. The study highlights the need for professional development programs and institutional support to strengthen teachers’ competence in campus journalism coaching.
Keywords: campus journalism, teacher preparedness, journalism coaching, school press conference, teacher challenges
https://doi.org/10.65494/pinagpalapublishing.172
