Abstract
The teacher plays an imperative role in guiding learners towards the achievement of learning goals. To maximize learners' capacity and address the growing concern of school dropouts, especially exacerbated by the challenges posed by the aftermath of the pandemic, it is substantial to employ effective scaffolding strategies. This study focused on exploring the lived experiences of Elementary teachers involved in the implementation of an Alternative Delivery Mode (ADM) aimed at supporting pupils at risk of dropping out (PARDOs). Specifically, the study aimed to describe the challenges faced by teachers in executing this intervention. Utilizing a phenomenological approach, six elementary teachers were purposefully selected and interviewed to gather rich and detailed information about their experiences. Thematic analysis of the data revealed four prominent themes: (1) grappling with limited learning resources, (2) juggling overlapping roles and responsibilities, (3) navigating travel risks, and (4) expressing concerns about learning outcomes. The study's findings underscore significant implications for government and educational leaders, urging them to consider evidence-based decision-making and take appropriate actions to address the identified challenges.
