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

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{"abstract":"This phenomenological study explored the lived experiences of 17 public elementary school teachers in implementing the No-Homework Policy of the Department of Education, specifically DepEd Memorandum No. 392, s. 2010. Using a qualitative research design, data were gathered through semi-structured face-to-face interviews with teachers from selected schools under the City Schools Division of Tacurong, Sultan Kudarat, selected via snowball sampling. Data were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings revealed three major themes regarding teachers’ experiences: preference for flexible teaching approaches, maximizing in-class practices, and increased lesson planning demands. Teachers reported the policy required them to be more adaptive, reflective, and intentional within limited classroom time, despite challenges in pacing lessons, addressing diverse learner needs, and ensuring competency mastery. Two major themes emerged for 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. Two significant insights were shared: classroom instruction as the primary source of learning and a shift toward learner-centered teaching. Teachers recognized meaningful learning through purposeful, engaging, and feedback-driven classroom instruction without traditional homework. The study concluded the policy encouraged learner-centered, interactive, and responsive teaching, emphasizing effective classroom management and instructional planning. Findings highlight the need for sustained institutional support, professional development, and evidence-based policy refinement.","abstract_source":"gemini_shortened","authors":["Edreyn Hortinela","Sylvia Pidor"],"date":"2026-05-27","doi":"10.70838/pemj.570207","id":7969,"issue":2,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"44b883e120ba642628f4e363a1ff29e94a5f0bb20f91ccb206296c0d47922872","schema":"scimatic-article/1","title":"A Phenomenological Study on the Lived Experiences of the Public Elementary School Teachers on the Implementation of No-Homework Policy of DepEd","volume":57}

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