Author

Joan E. Arciga*
Filamer Christian University, Roxas City, Capiz, Philippines

Abstract

The study utilized a survey-correlational research design to determine the levels of the entire and top 5 instructional challenges encountered and corrective measures employed to address instructional challenges among elementary English teachers. This study was conducted among 267 elementary English teachers as participants. Data were gathered using researcher-made questionnaires, namely the Instructional Challenges Encountered Questionnaire and the Corrective Measures Employed to Address Instructional Challenges Questionnaire, along with a personal data sheet. Descriptive statistics such as frequency count, percentage, mean, and standard deviation were used, while Pearson r was applied to test the relationship between variables at a 0.05 level of significance. Findings revealed that the overall level of instructional challenges encountered by teachers was moderate. The most prominent challenges included limited parental support, irregular student attendance, difficulties in writing tasks, the need for remedial instruction, and insufficient reading skills among learners. In contrast, the overall level of corrective measures employed by teachers was very high with strategies such as using engaging instructional materials, establishing clear classroom rules, effective time management, implementing consistent routines, and practicing positive discipline being most frequently applied. Furthermore, the results indicated a significant relationship between instructional challenges and corrective measures, suggesting that teachers actively adapt their strategies in response to the challenges they encounter.

Keywords: Instructional challenges, corrective measures, elementary english teachers.

*Corresponding author / Email: arcigajoan.educ@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021253

Recommended citation:
Arciga, J. E. (2026). Instructional challenges and corrective measures of elementary English teachers. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 6021-6035. http://doi.org/10.69651/PIJHSS05021253

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