Voices from the Classroom: A Phenomenological Study on the Instructional Practices of Senior High School Mathematics Teachers

Abstract

Mathematics education has increasingly emphasized student-centered and inclusive instructional practices that promote critical thinking, problem-solving, and meaningful learning. In this context, teachers play a vital role in translating these principles into effective classroom instruction. This study explored the instructional experiences, challenges, and adaptive strategies of Senior High School Mathematics teachers at Kananga National High School–Senior High School during the School Year 2025–2026. Using a phenomenological research design, the study aimed to capture teachers' lived experiences of implementing their instructional methods in real classroom settings. Three Senior High School Mathematics teachers were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. The findings revealed three major dimensions of teachers’ instructional practice: experiences, challenges, and adaptations. Teachers reported diverse learner needs, the importance of student-centered instruction, effective communication, and differentiated strategies as key aspects of their teaching experience. However, they also encountered challenges such as persistent student disengagement, teacher anxiety during lesson delivery or observations, and the complexity of designing inclusive lessons for diverse learners. In response, teachers demonstrated adaptive strategies, including flexible application of strategies, continuous self-development and preparation, and relationship-building with students through empathy and supportive classroom management. The study highlights that effective mathematics instruction extends beyond content knowledge and involves responsiveness, reflective practice, and relational competence. These findings underscore the importance of professional development, institutional support, and teacher preparation programs that strengthen teachers’ capacity to implement adaptive, student-centered teaching practices in diverse Senior High School classrooms.