Challenges of Teachers and English Literacy of Grade 3 Learners

This study examined the challenges encountered by teachers and their influence on the English literacy of Grade 3 learners in Libmanan 3 District, Division of Camarines Sur, as a basis for developing a skill book intervention. Using a descriptive–correlational design, data were collected from 30 teachers and 300 learners through validated questionnaires and literacy assessments. Results showed that most teachers were female (86.7%), mid-career (31–35 years old, 33.3%), and had 10 or more years of service (43.3%), with 76.7% pursuing master’s degree units. Teachers reported being highly challenged overall (AWM = 3.23), particularly in terms of limited resources, including lack of textbooks (WM = 3.60) and limited instructional technology (WM = 3.33). Class size was also a significant concern (AWM = 2.71), with difficulty managing group activities ranked highest (WM = 3.67). Absenteeism posed substantial challenges (AWM = 3.11), especially in tracking learner progress (WM = 3.33). Learners demonstrated English literacy at an Approaching Proficiency level, with notable gaps in oral language and reading comprehension. Correlational analysis revealed very low but significant negative relationships between teacher challenges and specific literacy domains, particularly writing and foundational skills. The coefficient of determination indicated that teacher-related challenges contributed minimally to variations in literacy outcomes. Based on these findings, a skill book intervention was developed using the Modified ADDIE Model to address both instructional constraints and learner needs. The study recommends enhanced teacher training, improved resource allocation, reduced class sizes, and the integration of targeted instructional materials to improve literacy outcomes.