A Single Case Study on Teachers’ Challenges, Coping Strategies, and Pedagogical Insights in Performance Task Design for Philippine Politics and Governance

Abstract

Inability to design performance task is a problem in education. Exploring the perceptions of teachers in designing performance tasks in the Philippine Politics and Governance course. I utilized single case study, interviewed six teachers, six students and three curriculum heads selected through purposive sampling, and applied thematic analysis. The results found that lack of materials and insufficient support systems hinder teachers in designing effective performance tasks; however, teachers respond through cognitive reframing and behavioral adaptation that cope these challenges, fostering reflective teaching practices grounded in student context. Teachers facing limited materials and support may adapt performance tasks through simplified and alternative formats. Future studies may use regression, mediation analysis, and EFA to examine how resource limitations influence adaptive strategies and reflective teaching.