TEACHERS’ LIVED EXPERIENCES IN INTEGRATING RECREATIONAL STRATEGIES IN THE CLASSROOM

Authors

Hannah Fae C. Alquizar, Catherine G. Malon

Abstract

This transcendental phenomenological study explored the lived experiences of English teachers in integrating recreational strategies in selected secondary schools of Jimenez District, Misamis Occidental, during the School Year 2025–2026. Through thematic analysis of interview data, the findings revealed that teachers employ a diverse repertoire of strategies, including gamified competitions, movement-based activities, role-play, and culturally contextualized indigenous games, to foster an engaging learning environment. However, their implementation is significantly challenged by time constraints, curriculum pressure, classroom management difficulties, and limited resources, leading teachers to develop adaptive coping mechanisms like flexible improvisation, proactive planning, and professional collaboration. Despite these hurdles, the study concludes that the successful integration of these strategies yields substantial pedagogical benefits, enhanced student motivation, improved social and communication skills, and stronger learning outcomes. Thus, the study recommends structured professional development, administrative support for resourcefulness, and further research to quantify the impact of these strategies.

Keywords

coping mechanisms, English teachers, lived experiences, pedagogical implications, phenomenological study, recreational strategies