Navigating Multiple Teaching Responsibilities: Lived Experiences of an Elementary Teacher in Promoting Holistic Learning at Dianed Elementary School, Dipaculao, Aurora

Authors

  • Rosemarie Anne Aspillaga Northeastern College, Santiago City Philippines Author

DOI:

https://doi.org/10.64358/sih.v2i3.153

Keywords:

holistic learning, elementary education, multidisciplinary teaching, teacher experiences, phenomenology, learner-centered pedagogy, instructional planning, professional development

Abstract

Elementary school teachers who handle multiple learning areas perform a vital role in ensuring that learners receive comprehensive, balanced, and meaningful educational experiences. In Philippine public elementary schools, teachers frequently assume responsibility for teaching several subjects simultaneously, requiring them to integrate diverse pedagogical approaches while addressing learners' cognitive, affective, psychomotor, social, and moral development. Despite the significance of multidisciplinary teaching, limited qualitative studies have explored how elementary teachers navigate multiple instructional responsibilities to promote holistic learning, particularly in geographically challenged rural schools. This transcendental phenomenological study explored the lived experiences of an elementary teacher in promoting holistic learning while teaching multiple learning areas at Dianed Elementary School, Dipaculao, Aurora. Guided by Creswell and Poth's qualitative inquiry framework and Moustakas' transcendental phenomenology, the study utilized in-depth semi-structured interviews and analyzed the data using Colaizzi's Seven-Step Phenomenological Method. Five essential themes emerged from the participants' narratives: (1) Integrating Multiple Learning Areas through Purposeful Instructional Planning; (2) Fostering Holistic Learner Development through Learner-Centered Pedagogy; (3) Balancing Diverse Instructional Responsibilities through Adaptive Classroom Management; (4) Overcoming Instructional Challenges through Creativity and Resourcefulness; and (5) Sustaining Teaching Excellence through Reflective Professional Growth. The findings reveal that effective multidisciplinary teaching extends beyond content delivery by integrating academic instruction with character formation, critical thinking, collaboration, and lifelong learning. The study proposes the Holistic Elementary Teaching Framework (HETF) to strengthen instructional integration, teacher resilience, professional competence, and holistic learner development in elementary education.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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