Teaching that Listens: Exploring the Heart of Learner-Centered Pedagogy through Senior High School Teachers’ Voices

This study explored the implementation of the learner-centered approach in Senior High School classrooms in Leyte during the academic year 2025–2026 using a qualitative phenomenological design. Six purposively selected teachers who regularly applied learner-centered practices participated through validated semi-structured interviews, with data analyzed thematically following Braun and Clarke’s (2006) framework. Results showed that teachers employed strategies such as collaborative learning, inquiry-based tasks, and differentiated instruction, which enhanced student motivation, autonomy, critical thinking, and classroom interaction. Despite these benefits, challenges persisted, including limited instructional time, inadequate resources, overcrowded classes, and resistance to change. The study concludes that learner-centered teaching is a transformative pedagogical mindset requiring sustained teacher training, institutional support, and curricular flexibility for effective and sustainable practice.