Abstract

The persistent issue of poor academic performance, worsened by the COVID-19 pandemic, led the Department of Education to implement the National Learning Camp (NLC) to enhance learning outcomes and support teachers. This phenomenological study explored the lived experiences of ten Junior High School master teachers in English regarding NLC implementation and how they addressed its demands and challenges. Using the transcendental approach and Collaizi’s Method of Phenomenological Inquiry, eight key themes were identified. Findings revealed that collaboration, differentiated instruction, and interactive teaching strategies were essential for addressing students’ varying proficiency levels. Challenges such as low student engagement and attendance persisted, requiring motivational strategies. Teachers reported emotional and professional growth as they navigated increased workloads. To manage demands, they employed time management, instructional flexibility, and reflective practices. However, concerns about the short-term nature of the NLC underscored the need for sustained interventions to achieve lasting improvements. The study recommends institutionalizing collaboration through Learning Action Cell (LAC) sessions, improving workload management, enhancing instructional resources, and sustaining the NLC through continuous monitoring and evaluation. Further research should explore the long-term effects of the NLC and learners' experiences to strengthen its impact on English proficiency.