The Narratives of Elementary Tutors: A Qualitative Inquiry

Abstract

This qualitative phenomenological study explored the lived experiences of elementary tutors, focusing on the challenges they encountered and the strategies they used to support student learning. Data were collected through in-depth interviews (IDIs) and focus group discussions (FGDs) with fourteen graduates from Kapalong College of Agriculture, Sciences, and Technology (KCAST). The findings identified five main themes: referral-based tutoring, gaining teaching experience, managing student behavior, engaging students with interactive methods, and seeing student progress and growth. To handle their challenges, tutors used various strategies. These included offering rewards, building patience, using multimedia and peer support, organizing their schedules, and practicing self-care. Tutors also stressed the importance of adjusting teaching methods to meet different learning needs, developing essential tutoring skills, and using personalized strategies to enhance student learning. Many felt a strong sense of satisfaction from seeing student progress and were motivated to continue teaching earnestly. This study highlights the need for institutional recognition, focused training, and support systems to empower elementary tutors. The insights gained may help education leaders and policymakers improve tutoring programs and promote fair learning in elementary education