Abstract

This qualitative phenomenological study investigated the lived experiences of elementary school teachers in teaching phonemic awareness in the San Jose District, Division of Dinagat Islands. Using Colaizzi's method, data were gathered through in-depth interviews with teachers from ten elementary schools. Key themes revealed that while teachers employed effective strategies such as explicit instruction and multimedia resources, they also encountered significant challenges, ranging from student retention issues and lack of phonemic skills to limited teaching materials. The findings emphasized the crucial role of parental involvement, the importance of continuous professional development, and the emotional and motivational support teachers provide to struggling readers. Teachers also expressed concern over curriculum pressures and time constraints, especially when addressing the diverse needs of learners, including those requiring special education support. The study highlights the multifaceted realities of phonemic awareness instruction and the urgent need for systemic support to enhance literacy outcomes in early education.