Pain and Joy in Teaching Large Class Size: A Phenomenological Study

In overcrowded classrooms where resources are limited, teachers' roles extend beyond instruction to encompass innovation, adaptability, and emotional endurance. This study explored the lived experiences of ten (10) teachers from the Shariff Aguak District in the Maguindanao del Sur Division who manage the realities of teaching large class sizes. The participants, comprising ten teachers, underwent individual in-depth interviews (IDIs) conducted by the researcher to gain a deeper understanding of their experiences. Using a descriptive phenomenological approach, the research uncovered five central themes that characterize their professional experiences. Teachers described the ongoing challenge of sustaining classroom order through consistent routines and proactive management strategies. They highlighted the importance of fostering student engagement despite limited instructional materials and physical constraints. Another prominent theme centered on balancing fairness and care, as teachers struggled to provide individualized attention while maintaining equity among students. Emotional resilience emerged as a core response, driven by a strong sense of vocation and commitment to learners. Equally vital was collegial collaboration, which served as a source of shared problem-solving and emotional support. Over time, teachers reframed these challenges as opportunities for professional growth and advocacy for educational reform. Collectively, these themes reveal that teaching in overcrowded classrooms requires not only pedagogical skill but also deep emotional and moral commitment. The study highlights the importance of sustained institutional support, professional development, and policy interventions in enhancing teacher well-being and instructional quality in resource-constrained educational environments.