Reframing Instructional Competence: A Phenomenological Study of Pupils’ and Parents’ Lived Experiences in Philippine Public ElementarySchools

Abstract

This study examines instructional competence through a phenomenological lens by exploring the lived experiences of pupils and parents in a Philippine public elementary  school context. Anchored in constructivist learning theory, creative pedagogy, and reflective practice, the research conceptualizes teaching competence as a multidimensional construct encompassing cognitive, relational, and ethical dimensions. Using purposive sampling, twenty participants—comprising ten pupils and ten parents—were selected to provide in-depth insights through semi-structured interviews and focus group discussions. Data were analyzed using thematic analysis, ensuring rigor through credibility, transferability, dependability, and confirmability measures.Findings reveal that instructional competence is primarily understood through relational competence, demonstrative and scaffolded teaching practices, and observable learner outcomes, particularly in literacy development. Pupils emphasized the importance of teacher kindness, clarity of instruction, and engaginglearning activities, while parents highlighted visible improvements in their children’s reading
and writing skills as indicators of effective teaching. However, a significant tension emerged between effective pedagogical practices and the persistence of corporal punishment, reflecting a misalignment between instructional competence and child protection principles. Additionally, discrepancies between pupils’ lived experiences and parents’ perceptions underscore the need for more inclusive evaluation mechanisms.The study concludes that instructional competence extends beyond technical teaching skills to include ethical and relational dimensions that promote a safe and supportive learning environment. It recommends strengthening teacher development programs on positive discipline and learner-centered pedagogy, enhancing participatory evaluation systems, and reinforcing policy implementation aligned with the Philippine Professional Standards for Teachers. These
findings contribute to policy and practice by providing a stakeholder-informed perspective on teacher competence in Philippine basic education