Overcoming mass promotion and functional illiteracy: A symbolic analysis of selected public school teachers’ experiences in handling secondary students in Metro Manila

Date of Publication

11-2025

Document Type

Bachelor's Thesis

Degree Name

Bachelor of Arts in Sociology

Subject Categories

Educational Psychology | Secondary Education

College

College of Liberal Arts

Department/Unit

Behavioral Sciences

Thesis Advisor

Michael Eduard L. Labayandoy

Defense Panel Chair

Bubbles Beverly N. Asor

Defense Panel Member

Yellowbelle D. Duaqui

Abstract (English)

The growing number of functionally illiterate Filipino graduates motivated the researchers to investigate the current educational landscape in the Philippines. This study explored the experiences of public secondary school teachers within Metro Manila involving the issues of mass promotion and functional illiteracy. Through a case study analysis, the researchers conducted an in-depth exploration of the experiences of public school teachers in navigating systemic challenges and institutional policies, grounded by a symbolic interactionist framework. Data were derived from semi-structured interviews involving six (6) participants. The researchers conducted thematic analysis to draw themes and patterns from the data. Findings revealed that students who were classified as functionally illiterate shared common characteristics including having subpar skills and abilities, which greatly challenged teachers. Functional illiteracy emerged as an outcome of implicit mass promotion within school systems that was perpetuated by institutional mechanisms. It further studied how public secondary school teachers constructed their roles and derived meanings out of their experiences in navigating systemic educational challenges.

Abstract Format

html

Abstract (Filipino)

Ang lumalaking bilang ng mga Pilipinong nagtapos na itinuturing na functionally illiterate ang nag-udyok sa mga mananaliksik na imbestigahan ang kasalukuyang kalagayan ng edukasyon sa Pilipinas. Sinuri ng pag-aaral na ito ang mga karanasan ng mga guro sa mga pampublikong sekondaryang paaralan sa Metro Manila kaugnay ng mga isyu ng mass promotion at functional illiteracy. Sa pamamagitan ng isang case study analysis, isinagawa ng mga mananaliksik ang masusing pagtalakay sa karanasan ng mga guro sa pag-navigate ng mga suliraning sistemiko at mga polisiya ng institusyon, na ginabayan ng symbolic interactionist na balangkas. Ang datos ay nakuha mula sa mga semi-structured interview na may anim (6) na kalahok. Gumamit ang mga mananaliksik ng thematic analysis upang makabuo ng mga tema at kaugnayan mula sa datos. Ipinakita ng mga natuklasan na ang mga estudyanteng itinuturing na functionally illiterate ay may magkakatulad na katangian, tulad ng mababang antas ng kasanayan at kakayahan, na nagdulot ng malaking hamon sa mga guro. Lumitaw na ang functional illiteracy ay bunga ng implicit mass promotion sa loob ng mga paaralan na pinananatili ng mga mekanismong institusyonal. Sinusuri rin ng pag-aaral kung paano binuo ng mga guro sa pampublikong sekondarya ang kanilang mga tungkulin at kung paano sila nakabuo ng mga kahulugan mula sa kanilang karanasan sa pagharap sa mga sistemikong hamon sa edukasyon.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Functional literacy; High school teachers--Philippines--Metro Manila; Public schools--Philippines--Metro Manila

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Embargo Period

12-6-2025

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