Phenomenological study on the journey of integrated schools: from the views of stakeholders

Abstract

This qualitative phenomenological study explores the lived experiences of PTA officials, teachers, and school administrators in integrated schools in Montevista, Davao de Oro, from 2017 to the present. Through in-depth interviews with nine respondents, key themes for overcoming challenges and fostering a supportive educational environment were identified: collaboration, determination, unity, and effective leadership. These elements are crucial in addressing the complexities of integrated school settings. The study recommends continuous professional development to enhance skills and knowledge, fostering an inclusive school culture, and ensuring adequate funding and resources from the Department of Education. Additionally, it suggests leveraging innovative solutions such as integrating technology into teaching, establishing mentorship programs for new teachers, and forming partnerships with external organizations for additional support. Promoting resilience and a culture of continuous improvement is also emphasized for navigating future challenges and ensuring sustained success. These findings underscore the importance of these key elements in enhancing stakeholder engagement and educational outcomes, offering valuable insights and a foundation for future research in similar contexts.