Stories of Service: Exploring the Lived Experiences of Volunteer Teachers in Regional Literacy Intervention Programs
Patrick Giovanni Flores, Josephine Baguio
Received: 05 January 2026; Revised: 20 February 2026; Accepted: 23 February 2026; Published: 28 February 2026
DOI: https://doi.org/10.66074/Q1W2E3R4T
Abstract
This phenomenological study examined the lived experiences of volunteer elementary school teachers participating in a regional literacy intervention program in Mati Central District, Division of the City of Mati, Philippines. Ten public elementary school teachers participated in in-depth semi-structured interviews, and the data were analyzed through reflexive thematic analysis. Findings revealed three major challenges: lack of learner engagement and motivation, limited resources and materials, and managing large class sizes with diverse learner needs. They described three coping strategies: creative instructional approaches, resource improvisation, and differentiated attention to learners’ needs. They also identified three major insights: professional growth, personal fulfillment, and strengthened community engagement. Across themes, volunteer teachers described service as both demanding and meaningful, requiring constant adaptation, creativity, and relational work with learners and families. The study highlights the need for stronger resource support, targeted training, and community-linked program design to improve volunteer teacher effectiveness and literacy outcomes in underserved contexts.
Keywords: community engagement, literacy intervention, phenomenology, volunteer teachers, teacher coping
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Issue 2, June 2026