Teaching Against the Odds: Uncovering the Lived Experiences of Tricenarian Reading Teachers Working with Non-Readers in Advanced Grades

The purpose of this phenomenological study was to describe the lived experiences of tricenarian reading teachers and gain a deeper understanding of the challenges, coping mechanisms, insights, and successes encountered in teaching non-readers in advanced grades. This study utilized a qualitative phenomenological approach to explore in depth the experiences of tricenarian reading teachers working with struggling readers. The findings revealed several emergent themes, namely lack of training and resources, low self-confidence among learners, ineffective teaching methods, struggles with motivation and discipline, and insufficient personalization of instruction. Teachers encountered difficulties due to limited professional preparation and inadequate instructional materials, which affected the effectiveness of reading interventions and highlighted the need for continuous professional development and institutional support. Learners were also found to experience low self-confidence, poor motivation, and emotional barriers that hindered active participation and literacy development. Moreover, traditional and ineffective teaching methods, together with limited individualized instruction, reduced learner engagement and responsiveness during reading sessions. Despite these challenges, teachers demonstrated resilience and commitment through positive reinforcement, encouragement from learner progress, and the adaptation of flexible teaching strategies. The study further revealed themes such as understanding individual student needs, building trusting relationships with students, fostering a growth mindset, incorporating learners’ interests into lessons, and promoting creative collaborative learning to improve engagement and reading outcomes. These adaptive and learner-centered approaches enabled teachers to address diverse learning needs and sustain student motivation. Overall, the findings underscore the importance of personalized instruction, flexible teaching approaches, emotional support, and responsive literacy interventions in addressing the needs of older non-readers. The study implies that schools and educational policymakers, particularly the Department of Education, should strengthen teacher training programs, provide sufficient instructional resources, and promote inclusive and adaptive literacy practices to support both teachers and struggling readers in advanced grade levels.