Authors
Leilani T. Taguba*
Teacher II – Angadanan National High School, Angadanan West District, Angadanan, Isabela, Philippines
Mario P. Tamana, EdD
Assistant Professor II – Isabela State University – Main Campus, San Fabian, Echague, Isabela, Philippines
Abstract
This study examined the challenges and strategies of seasoned Social Studies teachers in addressing classroom social issues and served as a basis for developing a Strategy Handbook. A descriptive-correlational research design was employed involving seasoned Social Studies teachers from selected public and private secondary schools in Legislative District 3 of Isabela. Respondents were chosen using purposive sampling with total enumeration, limited to teachers with at least 15 years of teaching experience. Data were gathered through a validated researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation coefficient. Results revealed that economic hardship and financial constraints were the most commonly encountered classroom social issues, followed by bullying and peer pressure, while other issues were less frequently observed. Teachers experienced challenges across classroom management, instructional delivery, and resource availability, with resource inadequacy identified as the most significant concern. Despite these challenges, respondents demonstrated a high level of competence in employing classroom management, instructional, and resource utilization strategies. Significant differences in challenges and strategies based on demographic profile were minimal. Moreover, only weak positive correlations were found between selected challenges and strategies, indicating that strategies function as stable professional practices rather than reactive responses. The study concludes that while seasoned teachers face resource-related and instructional challenges, they exhibit strong adaptive strategies. The findings emphasize the need for enhanced institutional support and informed the development of a Strategy Handbook to assist teachers in effectively managing classroom social issues.
Keywords: Social Studies, classroom social issues, teacher challenges, teaching strategies, descriptive-correlational research.
*Corresponding author/ Email: leilani.taguba@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502935
Recommended citation:
Taguba, L. T., & Tamana, M. P. (2026). Challenges and strategies of seasoned social studies teachers in addressing classroom social issues towards a strategy handbook. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 706-723. http://doi.org/10.69651/PIJHSS0502935
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