Functional Literacy Instructional in Philippine Secondary School: Englisg Teachers' Percieved Barriers and Enabling Opportunities

Louven Mae Panza Boko

doi:10.36948/ijfmr.2025.v07i06.59668

Functional Literacy Instructional in Philippine Secondary School: Englisg Teachers' Percieved Barriers and Enabling Opportunities

Author(s)	Louven Mae Panza Boko
Country	Philippines
Abstract	This qualitative study explores the experiences of English teachers in public secondary schools in the Philippines in fostering functional literacy among learners, focusing on systemic barriers and opportunities for effective literacy instruction. Using Creswell’s qualitative framework, the study engaged eight purposively selected teachers from a national high school in a coastal area of Panay Island, characterized by socio-economic diversity and limited resources. Data collection employed a validated interview guide distributed to accommodate teachers’ schedules, with analysis following inductive coding and thematic synthesis. Findings reveal that systemic constraints such as inadequate learning materials, overcrowded curricula, inconsistent policies, and insufficient teacher training significantly impede literacy teaching. Instructional challenges include addressing diverse learner needs, language comprehension gaps, and cognitive difficulties. Socio-economic factors, including poverty and limited parental involvement, further restrict students’ access to resources and supportive learning environments. Teachers employ differentiated instruction, technology integration, remedial classes, and real-life contextualized activities to enhance literacy skills in reading, comprehension, and communication. They emphasize the importance of digital tools, community involvement, and ongoing professional development to overcome barriers. Teachers view themselves as vital advocates and facilitators, committed to supporting learners despite heavy workloads and systemic obstacles. This study underscores the need for holistic and contextually relevant interventions, sustained institutional support, and collaborative efforts to improve functional literacy outcomes in Philippine public secondary schools.
Keywords	literacy, functional literacy, cognitive, comprehenssion, socio-economic.
Field	Sociology > Education
Published In	Volume 7, Issue 6, November-December 2025
Published On	2025-11-11
DOI	https://doi.org/10.36948/ijfmr.2025.v07i06.59668

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Functional Literacy Instructional in Philippine Secondary School: Englisg Teachers' Percieved Barriers and Enabling Opportunities

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