Teacher-Perceived Challenges in Mathematics Instruction: A Qualitative Exploration of Instructional Experiences in Secondary Schools of Santa Maria, Isabela

Authors

  • Monica Winsleth Corpuz Naganacan-Villabuena National High School Author

DOI:

https://doi.org/10.64358/sih.v2i2.84

Keywords:

mathematics instruction, instructional challenges, mathematics education, teacher experiences, learner engagement

Abstract

Mathematics instruction remains one of the most challenging areas in secondary education due to diverse learner needs, instructional demands, and contextual limitations within school environments. This study explored the instructional experiences and perceived challenges encountered by mathematics teachers in secondary schools of Santa Maria, Isabela. Anchored on Constructivist Learning Theory and Pedagogical Content Knowledge Theory, the study employed a descriptive qualitative research design to examine teachers’ experiences, instructional practices, classroom realities, and coping strategies in mathematics education. Participants included selected secondary mathematics teachers from public secondary schools in Santa Maria, Isabela. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that mathematics teachers encounter challenges related to learner diversity, mathematical anxiety, limited instructional resources, time constraints, curriculum demands, and low learner motivation and participation. Teachers also highlighted difficulties in simplifying abstract mathematical concepts and addressing varying learner abilities and comprehension levels. Despite these challenges, participants demonstrated adaptive instructional practices such as contextualized teaching, collaborative learning activities, differentiated instruction, and learner-centered pedagogical approaches to sustain learner engagement and improve understanding. The study further revealed that teacher resilience, instructional flexibility, and supportive school environments contribute significantly to sustaining effective mathematics instruction. The study concludes that mathematics teaching in secondary schools requires responsive pedagogical strategies, institutional support, and continuous professional development to address instructional challenges and improve learner participation and achievement. Strengthening teacher support systems, instructional resources, and contextualized mathematics instruction is recommended to enhance the quality of mathematics education in secondary schools.

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Published

2026-06-12

Issue

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

Section

Articles

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