This qualitative phenomenological study examined the teaching experiences of 10 volunteer teachers in Tabaco City Division with at least two years of experience, selected for their willingness to participate. Through in-depth interviews, it addressed four research questions: teaching experiences, strategies employed, personal and professional insights gained, and a proposed development plan.Teaching experiences revealed three themes: supportive yet resource-limited environments from partner schools and the Local Government Unit providing essential resources; parental barriers due to program unawareness, work issues, and health concerns, addressed through committed home visitations fostering school-home partnerships; and adaptive responses to learners' needs including reading difficulties, low confidence, bullying, health issues, and unsupportive homes via differentiated instruction and personal funding for necessities. Witnessing learner growth brought deep fulfillment.Volunteer teachers used student-centered strategies focused on creativity, differentiation, and engagement despite challenges like irregular compensation forcing personal spending, material shortages, poor weather-exposed facilities, student absences, and diverse behaviors. Resilience stemmed from learner progress and community support.Insights showed personal growth in empathy, patience, and resilience, and professional gains in time management, organization, leadership, self-confidence, creativity, and purpose. Suggestions included regular stipends for expenses, sufficient facilities and resources, greater community and parental involvement with counseling, program awareness, safety during visits, and seminars on inclusive education. Advice to future volunteers stressed patience, dedication, passion, love, and care.A development plan was proposed to tackle these challenges. The program builds resilient educators and learner progress, requiring enhanced stakeholder collaboration for sustainability.
Rosiel-Borjal Buisa (Sat,) studied this question.