Teachers’ Difficulties in Teaching Reading
Keywords:
Differentiated instruction, reading instruction, student diversity, teacher difficultiesAbstract
This study employed a descriptive research design to identify and analyze the difficulties encountered by reading teachers in instructing reading. There were 174 reading teachers included in this study, selected through stratified random sampling from seven elementary schools in a medium-sized, highly urbanized city district during the Academic Year 2024–2025. The variables included were age, length of service, and number of training sessions attended in reading instruction, with demographic variables such as age and experience considered for significant differences. A researcher-made survey questionnaire was utilized to gather data. The study's findings indicated that teachers encountered “high levels” of difficulty across multiple domains. These phases of concern included managing student diversity, delivering differentiated instruction, and addressing the needs of learners with disabilities in large class sizes. Professional development, though attended, did not fully address practical classroom challenges. Limited access to instructional resources and low parental involvement were cited as persistent barriers. Statistical analysis further revealed that younger and less experienced teachers faced significantly greater challenges in resource utilization and managing learner diversity.
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Copyright (c) 2025 Riza V. Cargando, Dr. Zherry Antoinette P. Jacela (Author)
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