Authors

Manprit Kaur B. Cristobal*
Isabela State University, Echague, Isabela, Philippines

Mario P. Tamana
Isabela State University, Echague, Isabela, Philippines

Abstract

This study explored the instructional challenges faced by Social Science teachers in Legislative District 3 of the Schools Division of Isabela as a basis for developing an intensive faculty training program. Using a mixed-method approach, it examined teachers’ profiles and identified challenges in pedagogy, instructional delivery, materials development, and assessment. Results showed that respondents were mostly young to middle-aged, female, married, and experienced in teaching. They encountered moderate to high challenges in all areas, with instructional materials development as the most pressing concern. Other difficulties included differentiated instruction, learner engagement, technology use, classroom diversity, and assessment design, often influenced by heavy workloads, limited resources, and time constraints. Despite these challenges, teachers remained committed and adaptable in their practice. Based on the findings, the A.I.M.S.S. (Advancing Instructional Methods in Social Science) training program was developed to strengthen their instructional competencies. The study concludes that continuous professional development and stronger institutional support are essential in improving teaching quality, and it is recommended that the proposed program be implemented and evaluated to enhance instruction and student learning outcomes.

Keywords: Instructional challenges, pedagogy, delivery of instruction, development of instructional materials, assessment of learning, intensive faculty training development.

*Corresponding author/ Email: manpritkaur.bassi@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021037

Recommended citation:
Cristobal, M. K. B., & Tamana, M. P. (2026). Understanding the challenges in teaching social studies towards intensive faculty training development. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 2215-2236. http://doi.org/10.69651/PIJHSS05021037

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