ABSTRACT
This qualitative-phenomenological study examined the experiences of English teachers and learners involved in the Special Program in the Arts (SPA) – Creative Writing at Fort San Pedro National High School during the School Year 2025–2026. Using in-depth interviews, the study found that the experiences of learners in SPA - Creative Writing include enjoying the activity, learning how to write poems and stories, and attending events related to writing. For teachers, teaching of diverse learners and effect of creative writing on learners. The challenges faced by learners are struggles in writing, feelings of boredom and pressure, difficulty managing sleep schedule, and difficulty maintaining attention. For teachers, it includes limited materials and resources, learners’ lack of love for reading, and low enrollment with flexible scheduling. The coping strategies of learners include engaging in self-directed learning, cultivating positive mindset in learning, managing time effectively, and maintaining focus. For teachers, it includes going back to the basics, being resourceful, and encouraging learners to read. Results were the bases of the proposed enhancement program.
Keywords: English Teachers, Learners, Special Program in the Arts (SPA), Creative Writing, Enhancement Program
INTRODUCTION
The Special Program in the Arts (SPA) at Fort San Pedro National High School offers learners the chance to develop their skills in various art fields. One of its majors is Creative Writing, which helps learners express themselves and improve their writing skills. Compared to other SPA majors, Creative Writing has fewer learners. Many learners transfer to other schools or shift to other majors, which often causes class sizes to drop even in the middle of the school year. Fort San Pedro National High School (FSPNHS) is one of only three schools in the Schools Division of Iloilo City that offer Creative Writing under SPA, which makes it important to strengthen this program and ensure its sustainability. Supporting both students and teachers can help produce skilled writers, encourage participation in school publications, arts activities, and competitions, and keep the program strong.
The Special Program for the Arts (SPA) is designed to nurture students’ artistic talents and creative capacities, including creative writing, within the Philippine curriculum. Such programs aim to develop learners’ creativity as a mode of self-expression, cognitive growth, and communication (Department of Education, 2025).
Understanding the lived experiences of teachers and learners in teaching and learning creative writing is essential because creative writing promotes imagination, individuality, and engagement in learning (Barton, 2024). Research shows that creative writing fosters active participation, strengthens writing competence, and encourages expressive thinking (Cédric, 2025).
Teachers’ perspectives are critical in identifying pedagogical practices, challenges, and factors influencing curriculum implementation, which can inform professional development and resource allocation. Similarly, exploring learners’ experiences provides insight into engagement, perceived value, and barriers to learning, ensuring that the SPA curriculum addresses actual learner needs (SPA curriculum policy document, 2025).
Despite its importance, teachers and learners often face challenges that hinder the effective teaching and learning of creative writing. Understanding these challenges is essential to improve instructional strategies, curriculum implementation, and learner engagement (Jansen & Ngema, 2024).
Teachers frequently encounter difficulties in translating curriculum guidelines into classroom practice. Many report a lack of pedagogical resources, training, and support, which limits their ability to implement creative, student-centered teaching strategies effectively (Jansen & Ngema, 2024). Additionally, teachers may struggle to balance curriculum expectations with fostering a learning environment that encourages creative risk-taking and authentic expression. These barriers can result in inconsistencies in instruction and limit students’ opportunities to fully engage with creative writing tasks (Barton, 2024).
Learners, on the other hand, face both internal and external obstacles. Common issues include low motivation, lack of confidence, limited vocabulary, and difficulties in idea generation (Tello, 2025). Moreover, the absence of adequate feedback or individualized guidance can discourage students from exploring imaginative approaches to writing. These hindrances demonstrate that creative writing performance is shaped not only by instructional methods but also by learner attitudes, available resources, and classroom climate (Cédric, 2025).
Given these challenges, it is crucial to investigate the lived experiences of teachers and learners in SPA creative writing programs. Such research can identify pedagogical gaps, resource limitations, and student needs, providing insights for curriculum refinement and professional development (Department of Education, 2025; Jansen & Ngema, 2024).
By addressing these issues, schools can foster a more supportive environment for creative writing, enhance learner engagement, and ensure that the SPA fulfills its goal of developing students’ artistic and academic competencies (Tello, 2025; Cédric, 2025).
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