A Phenomenological Study on the Lived Experiences of the Public Elementary School Teachers on the Implementation of No-Homework Policy of DepEd

This phenomenological study explored the lived experiences of public elementary school teachers in implementing the No-Homework Policy of the Department of Education. Specifically, the study examined teachers’ experiences, coping mechanisms, and insights regarding the implementation of DepEd Memorandum No. 392, s. 2010. Using a qualitative research design, data were gathered through semi-structured face-to-face interviews with 17 public elementary school teachers from selected schools under the City Schools Division of Tacurong, Sultan Kudarat. Participants were selected through snowball sampling based on established inclusion criteria. The collected data were analyzed using Braun and Clarke’s (2006) thematic analysis framework, guided by phenomenological principles. The findings revealed three major themes regarding teachers’ lived experiences: preference for flexible teaching approaches, maximizing in-class practices, and increased lesson planning demands. Teachers reported that the policy required them to become more adaptive, reflective, and intentional in delivering instruction within limited classroom time. Despite challenges related to pacing lessons, addressing diverse learner needs, and ensuring competency mastery, participants demonstrated resilience and commitment in maintaining effective classroom instruction. Two major themes emerged regarding teachers’ coping mechanisms: pedagogical adaptation and strengthened classroom management. Teachers coped by utilizing differentiated instruction, formative assessments, immediate feedback, structured classroom routines, and interactive learning activities to sustain student engagement and learning continuity. The findings further revealed two significant insights shared by participants: classroom instruction as the primary source of learning and a shift toward learner-centered teaching. Teachers recognized that meaningful learning can be achieved through purposeful, engaging, and feedback-driven classroom instruction even without traditional homework practices. The study concluded that the No-Homework Policy encouraged more learner-centered, interactive, and responsive teaching practices while emphasizing the importance of effective classroom management and instructional planning. The findings highlight the need for sustained institutional support, professional development, and evidence-based policy refinement to strengthen policy implementation and support teachers in delivering quality and inclusive education.