Abstract

This study explored the challenges and coping strategies of newly hired public elementary school teachers toward literacy instruction. It aimed to identify common difficulties these teachers face and their coping mechanisms and assess the relationship between their profile variables and the challenges encountered. It used both surveys and interviews to gather data. A survey was administered to 60 newly hired teachers from various public elementary schools in San Jose Del Monte, Bulacan. Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s r, Spearman’s rho, and point-biserial correlation. Qualitative data were analyzed through thematic analysis. The study revealed that teachers commonly face challenges with diverse student reading levels, insufficient teaching materials, and a lack of training in literacy techniques. In numeracy, challenges include a lack of manipulatives, difficulties with abstract math concepts, and inadequate training. To overcome these issues, teachers use methods like read-aloud sessions, storytelling, and digital resources for literacy, as well as manipulatives, practical examples, and math games. Additionally, the study highlights that pursuing further education helps teachers better manage these challenges.