Exploring the Lived Experiences of Public Elementary School Teachers in Implementing Academic Support Strategies for Student-Athletes
Honey Joy Silatan, Josephine Baguio
Received: 22 December 2025; Revised: 04 February 2026; Accepted: 12 February 2026; Published: 15 February 2026
DOI: https://doi.org/10.66074/J1K2L3P4O
Abstract
This qualitative phenomenological study explored the lived experiences of public elementary school teachers supporting student-athletes in the Mati South District of the Philippines. Through in-depth interviews with experienced educators selected via purposive sampling, the research documented the challenges faced, strategies employed, and insights gained when balancing students’ academic and athletic demands. Thematic analysis revealed key findings across multiple areas. Teachers reported significant strain from balancing competing demands, navigating limited institutional support, and managing emotional and professional pressures. To cope, educators utilized adaptive instruction, deliberate time management, and extensive collaboration with parents, colleagues, and school personnel. Ultimately, these experiences fostered a more nuanced understanding of student-athletes’ performance, spurred recommendations for robust support systems, and catalyzed the teachers’ personal and professional growth. The findings emphasize that effective academic support requires both dedicated teachers and flexible, coordinated school structures.
Keywords: academic support, elementary teachers, phenomenology, student-athletes, thematic analysis
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]