Lived Experiences of DepEd Secondary Teachers Managing Large Class Sizes: Phenomenological Study on Time Management Strategies
DOI:
https://doi.org/10.67903/ijroms0201Keywords:
Classroom Management, Instructional Quality, Large Class Sizes, Teacher Workload, Time ManagementAbstract
Large class sizes remain one of the most persistent challenges in basic education, affecting teachers’ time management, workload, and instructional quality. This phenomenological study explored the lived experiences of public secondary school teachers in managing time while handling large class sizes in the Department of Education, with particular focus on the challenges they encountered, the strategies they employed, and the school-level factors that shaped their experiences. The study was conducted at Imelda National High School with fifteen (15) public secondary school teachers handling large class populations. Using a qualitative phenomenological research design, data were gathered through semi-structured interviews and analyzed through thematic analysis. Findings revealed that teachers relied on structured routines, prioritization, planning, and collaboration to cope with heavy workloads and time pressure. However, teaching large classes was consistently described as a “race against time” due to overcrowded classrooms, extensive checking of student outputs, classroom management demands, and administrative responsibilities that reduced preparation time and affected instructional quality. The study further found that supportive leadership, teacher collaboration, and resource sharing positively influenced teachers’ ability to manage time effectively. Despite these challenges, teachers viewed their experiences as opportunities for professional growth, resilience, adaptability, and improved organizational skills. The study concludes that comprehensive school-based interventions, including workload management, instructional support, teacher aides, professional development, and improved resource allocation, are essential to help teachers manage large classes effectively while sustaining quality instruction and promoting teacher well-being. Schools are therefore encouraged to strengthen institutional support systems through equitable workload distribution, reduction of non-essential administrative tasks, provision of teaching aides and instructional resources, and continuous professional development.
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