Difficulties of Teachers in Handling Learners at Risk of Dropping Out
Keywords:
Challenges, Difficulties, Teachers, Students at RiskAbstract
This research aimed to determine the level of difficulties of teachers in handling learners at risk of dropping out in Public Elementary Schools in a District under a medium-sized School Division of Bacolod City for School Year 2023-2024 which will be the basis for the development of an intervention program. Data needed for this descriptive study was collected from 123 public elementary school teachers using a self-made data-gathering instrument that passed stringent tests of validity and reliability. The ensuing analysis found that most respondents belonged to the younger group, had higher educational backgrounds, taught in the lower grade level (Key Stage 1), and belonged to the lower-income group and lower plantilla position. Subsequent analysis showed a moderate level of difficulties of teachers in handling learners at risk of dropping out. Meanwhile, a significant difference was found in motivation in attending the class, learner's attitude, parental/family support, and social factors when grouped according to age, highest educational attainment, grade level, average family income, and plantilla position. This means that teachers face a myriad of difficulties in their profession, from heavy workloads and limited resources to diverse student needs and emotional tolls, especially in handling at-risk learners, which may affect their teaching profession, motivation, and students' participation in school. Despite these challenges, teachers demonstrate remarkable resilience and dedication in their commitment to educating and empowering the next generation.
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