Abstract
This study aims to describe and understand the lived experiences of Filipino teachers in developing reading skills among secondary students in public schools. Using Moustakas' (1994) phenomenological method, the research examined teachers' strategies, challenges, and perspectives regarding reading instruction. Seven (7) Filipino teachers with substantial experience in teaching reading participated through purposive sampling. The study was guided by Bronfenbrenner's Ecological Theory and Piaget's Cognitive Constructivist Theory to explore the influence of various factors and the active construction of meaning based on teachers' experiences. Six (6) themes emerged: lack of space dedicated to reading activities; integration of reading instruction during class hours; focused reading guided by the teacher; use of assessment tools; divided teacher attention due to other responsibilities; and self-development in teaching reading. It is recommended that teachers participate in training and workshops and receive continuous support to enhance their knowledge and effectiveness in teaching reading.
