Navigating Learning Recovery: The Lived Experiences of Teachers in Addressing Grade 4 Learners’ Learning Gaps

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{"abstract":"Learning gaps remain one of the most significant educational challenges following the COVID-19 pandemic, particularly in elementary education where foundational literacy and numeracy skills are developed. This study explored the lived experiences of Grade 4 teachers in handling the learning gaps of learners in a public elementary school in South Cotabato, Philippines. Guided by a qualitative descriptive phenomenological design, the study employed purposive sampling involving thirteen Grade 4 teachers, with six participating in in-depth interviews and seven in focus group discussions. Data were analyzed using Colaizzi's phenomenological method and thematic analysis to identify the essence of teachers' experiences. The findings generated three major domains: challenges, coping mechanisms, and lessons learned. Teachers identified four major challenges: teaching struggles, pandemic burden, learning difficulties, and strategy struggles, reflecting the complexities of addressing diverse learner needs amid post-pandemic educational recovery. To address these challenges, participants implemented flexible instructional strategies, differentiated instruction, remedial teaching, instructional support, learner encouragement, and continuous pedagogical adjustments. Their experiences further revealed that compassionate teaching, strategy refinement, and teaching patience emerged as essential professional values that strengthened instructional effectiveness and learner engagement. The study highlights the critical role of teacher adaptability, resilience, and reflective practice in narrowing learning gaps while promoting inclusive and equitable classroom environments. These findings contribute to qualitative scholarship on post-pandemic education by providing context-specific evidence that can inform teacher professional development, curriculum implementation, and educational policy. The study recommends strengthening institutional support, expanding structured remedial programs, enhancing teacher capacity in differentiated instruction, and fostering collaborative partnerships among schools, families, and communities to sustain equitable learning recovery and improve educational outcomes for learners experiencing persistent learning gaps.","abstract_source":"original","authors":["Lovella Jean Bade","Francisco Espinosa"],"date":"2026-07-24","doi":"10.70838/pemj.600710","id":8677,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"9f16efca1e9b04ff8d3ad2d90c239eccb10d092c5c354bdc99f27a4a038abe44","schema":"scimatic-article/1","title":"Navigating Learning Recovery: The Lived Experiences of Teachers in Addressing Grade 4 Learners’ Learning Gaps","volume":60}

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c29000000000000000000000000000000000000000000000000000000000000021e5"},"latest"]}'

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