World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.335-345
Janine S. Miranda
Master of Arts in Education- Early Childhood Education
Osias Colleges, Inc
Abstract
This research employed a qualitative phenomenological design to examine the lived experiences of key stage one teachers in phonological teaching, particularly in the District of Bamban West, Tarlac, Philippines. Semi-structured interviews were conducted, and the data were transcribed verbatim using the Collaizi Method. The results showed that teachers in grades 1 to 3 experienced emotional frustration, instructional and resource limitations, and school-related difficulties, such as an overwhelming administrative burden and issues related to pedagogical and professional preparedness. Yet, the teachers showed remarkable resilience by developing innovative teaching materials and approaches, including improving first-language instruction, optimizing the use of Marungko, and adopting a multisensory approach. By turning difficulties into opportunities, the researcher developed the concept of the "Gradual Release Phonological Instruction Model" (GRPIM), a 10-minute I Do-We Do-You Do approach to phonological instruction.
Keywords: Phonological awareness, Phonological instruction, Phonemic awareness, Phonics, Reading literacy
