ABSTRACT
This qualitative phenomenological study explored the lived experiences of barangay high school teachers in teaching laboratory science. The six participants were mostly early-career science teachers, with an average age of 29 years, and the majority were female. Most held entry-level positions, and their teaching experience ranged from one to eight years, reflecting varying familiarity with science instruction. Most had science-related degrees, while one held a degree in English, and their educational attainment ranged from the baccalaureate to the master’s level, indicating diverse academic preparation that may influence teaching competence and professional development. Their experiences in teaching laboratory science were described as fun and enjoyable, meaningful, and challenging yet rewarding. The challenges they encountered included inadequate laboratory equipment and materials, limited laboratory facilities, and unprepared learners. To cope with these challenges, teachers used strategies such as the improvisation of materials, collaborative learning and group work, the use of technology and simulations, and advance preparation and strategic planning.
Keywords: Barangay High School, Teachers, Experiences, Teaching Laboratory Science, Policy Recommendation
INTRODUCTION
Science education held a crucial role in developing learners’ scientific literacy, as well as enhancing their critical thinking and problem-solving abilities. Central to this process is laboratory science instruction, which offers students experiential learning opportunities through hands-on activities that bridge theoretical concepts with practical application.
However, the effective implementation of laboratory science in high school settings continues to be a complex educational concern, particularly in contexts where resources, training, and support systems are inconsistent.
Recent qualitative studies reveal that teachers’ lived experiences are essential in understanding the realities of classroom and laboratory instruction. For example, Rosas (2025) explored the lived experiences of junior high school science teachers implementing the spiral progression approach, noting that participants encountered difficulties such as limited learning resources and challenges in preparing lessons outside their specialized science subjects, highlighting deep instructional strains that shape daily practice. Similarly, Monta & Perdio (2025) investigated science teachers’ experiences in laboratory-based instruction in public schools in Bataan, Philippines, and found that resource limitations, lack of professional development, administrative support gaps, and time constraints were significant factors influencing teachers’ capacity to conduct meaningful laboratory activities.
These findings echo broader educational research that positions teachers not merely as implementers of curriculum but as interpretive agents whose experiences deeply influence instructional practice and student learning outcomes.
Studies conducted within the Philippine educational context underscore persistent barriers that affect science teaching, especially in laboratory contexts.
A recent local study documented high school teachers’ experiences and self-assessment while teaching biology, illustrating the ongoing need to understand teachers’ perceptions and instructional reflections as part of strengthening science education.
Qualitative inquiry, particularly phenomenological approaches, has been widely used to capture the depth and nuance of teachers’ experiences, allowing researchers to name, categorize, and interpret lived realities within educational practice.
Phenomenology enables insights into individual meaning-making and shared instructional phenomena, thus offering rich data for evidence-based policy recommendations.
Despite these contributions, the specific experiences of barangay high school teachers teaching laboratory science—a setting that often represents the frontlines of basic science education—remain underexplored.
Barriers such as insufficient laboratory facilities, limited access to science equipment, and lack of ongoing training and support may uniquely shape teachers’ instructional choices and professional perceptions.
Teachers’ narratives can illuminate how such factors affect not only their practice but also students’ engagement with scientific inquiry and learning.
Understanding these lived experiences is especially urgent given the heightened role of science education in national development goals, including fostering scientific literacy, enhancing STEM readiness, and improving educational equity across diverse school contexts. By documenting and analyzing teachers’ experiences, this study aspired to contribute grounded, context-sensitive insights that can inform policy recommendations aimed at strengthening laboratory science instruction in barangay high schools, ultimately improving learning outcomes and professional support structures.
see PDF attachment for more information