Exploring the Lived Experiences of Teachers in the ‘Drop Everything and Read’ Implementation

Marwene Q. Naparate; Marlon S. Yauna; Rosalyn A. Macasojot; Lynie R. Garcia; Angel E. Balbuena

doi:10.55927/eajmr.v4i6.196

Authors

Marwene Q. Naparate Eastern Samar State University
Marlon S. Yauna Eastern Samar State University
Rosalyn A. Macasojot Eastern Samar State University
Lynie R. Garcia Eastern Samar State University
Angel E. Balbuena Eastern Samar State University

DOI:

https://doi.org/10.55927/eajmr.v4i6.196

Keywords:

Drop Everything And Read (D.E.A.R.), Reading programs, Teacher experiences, Coping Mechanisms

Abstract

This qualitative study explores the experiences of teachers involved in the Drop Everything And Read (D.E.A.R.) program in the Educational landscape of Cantahay and Campoyong Elementary Schools situated in Guiuan, Eastern Samar. Using narrative inquiry and semi-structured interviews with five (5) purposively selected reading teachers, the research generated primary themes related to innovative strategies, implementation challenges, and coping mechanisms. Findings reveal a spectrum of experiences, highlighting the need for differentiated instruction and alternative resources to engage reluctant readers. Challenges such as insufficient reading materials and student motivation are evident, prompting teachers to employ collaborative and encouraging strategies. The study advocates for increased support and resource provision within the educational system to enhance the effectiveness of the D.E.A.R. initiative.

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