World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 274-283
Jeshell A. Postrano
Osmeña Colleges
Division of Masbate Province, Region V, Philippines
I. Introduction
Teaching is recognized as a complex professional practice and a critical social function that shapes learners’ cognitive, social, and emotional development. In the 21st century, teachers face heightened demands due to increasingly diverse learner needs, rapid technological advancements, and evolving educational standards. According to Linda Darling-Hammond (2006), effective teaching requires both strong content knowledge and pedagogical adaptability in response to dynamic classroom contexts. Within this changing educational landscape, substitute teachers play an essential, though frequently underappreciated, role in maintaining instructional continuity when regular classroom teachers are absent.
Substitute teachers must navigate unfamiliar classroom environments, manage diverse groups of learners, and implement instructional plans with limited preparation time. These circumstances demand flexible pedagogical practices and adaptive teaching strategies to achieve learning objectives. Elizabeth Coates (2013) argues that substitute teaching extends beyond supervision, involving active engagement in the teaching-learning process and requiring competence in both classroom management and instructional delivery. Despite these expectations, substitute teachers frequently receive minimal institutional support, limited access to instructional resources, and insufficient professional development, which may negatively impact their teaching effectiveness (Smith, 2011).
Substitute teachers encounter significant challenges that affect both their instructional practices and overall classroom experiences. Common difficulties include managing student behavior, establishing authority, and adapting to unfamiliar curricula and school cultures. Research by Helen G. Watt and Paul W. Richardson (2015) indicates that teacher efficacy is closely associated with contextual support and professional recognition, both of which are often lacking in substitute teaching roles. These challenges underscore the importance of understanding how substitute teachers navigate their responsibilities and how their experiences inform their pedagogical approaches.
Given these circumstances, investigating the lived experiences of substitute teachers through narrative inquiry can yield valuable insights into their pedagogical practices, strategies, and challenges. Narrative approaches facilitate a deeper understanding of how individuals interpret their experiences and respond to professional demands. Despite the essential role of substitute teachers, research specifically addressing their instructional practices and the complexity of their work remains limited. Therefore, this study seeks to explore the narratives of substitute teachers along with their pedagogical practices, strategies, and challenges in teaching in the School Division of Masbate Uson South District.
Keywords: pedagogical practices, strategies, challenges in teaching, substitute teachers, phenomenological study
PUBLICATION GUIDELINES
Publication Ethics and Publication Malpractice Statement
PROCESSING FEES AND INCLUSIONS
