Instructional Challenges in the Implementation of the Spiral Progression Approach Among Mathematics Teachers in the Division of Rizal: A Phenomenological Study

This study explored the lived experiences of Mathematics teachers in implementing the Spiral Progression Approach in the Division of Rizal. Using a qualitative research design grounded in hermeneutic phenomenology, the study examined the instructional challenges they encountered, the coping strategies and teaching practices they employed, and the ways professional development and support mechanisms influenced their ability to implement the approach effectively. Purposive sampling was employed to select the co-participants with relevant teaching experience in the Spiral Progression Approach. Data were collected through semi-structured interviews and were transcribed verbatim for analysis. The data were analyzed using the Colaizzi method of phenomenological analysis. Findings revealed six major themes related to instructional challenges: student readiness as a barrier to spiral learning, fragmented curriculum structure, limited instructional time, overcrowded classrooms, insufficient instructional resources, and low student engagement. These challenges indicated a mismatch between the intended design of the spiral curriculum and the realities of classroom practice. Despite these difficulties, teachers demonstrated adaptive strategies such as differentiated instruction, remediation, diagnostic assessments, and the integration of collaborative and technology-supported learning activities to address students’ diverse needs. The findings further showed that strengthening foundational skills and promoting active student engagement were essential for improving learning outcomes under the Spiral Progression Approach. Moreover, continuous professional development and institutional support emerged as critical factors in enhancing its effective implementation.