Religious Education Teachers’ Experiences in Archdiocesan Commission on Education (ACE) Schools

Authors

Saturnino C. Castillon

Abstract

This qualitative phenomenological study explored the lived experiences of Religious Education teachers in Archdiocesan Commission on Education (ACE) schools in Misamis Occidental during School Year 2025–2026. Sixteen Religious Education teachers were selected through purposive sampling and participated in semi-structured interviews. Thematic analysis was used to identify recurring patterns across their narratives. Findings showed that teachers experienced fulfillment through students’ spiritual growth, transformation of values and behavior, application of faith in real-life contexts, trusting teacher–student relationships, student engagement, a sense of purpose, and personal spiritual fulfillment. Challenges included learner motivation, diverse faith backgrounds, external social influences, limited instructional time and resources, classroom management concerns, complex moral issues, institutional support concerns, and teachers’ personal and spiritual struggles. Teachers coped through adaptive teaching, patience and professional dispositions, prayer and faith reliance, peer and institutional support, community and ministry engagement, professional development, and reflective practice. Participants identified needs for capacity building, spiritual formation, updated instructional resources, stronger collaboration, program development, and student formation support. The findings emphasize that sustaining Religious Education requires an integrated approach to pedagogical competence, spiritual nourishment, institutional support, and responsive learner engagement.

Keywords

Catholic education, phenomenology, religious education, spiritual formation, teacher experiences