Instructional adaptability of grade 1 teachers to Integrated Learning Experiences (ILE)

This study investigated the instructional adaptability of Grade 1 teachers in implementing Integrated Learning Experiences (ILE) in Tabaco City Division during School Year 2024–2025. Using a qualitative phenomenological approach, ten purposively selected teachers from ten clusters were interviewed to capture their experiences, strategies, and challenges. Findings revealed that teachers perceived ILE as holistic and rewarding, fostering improved mastery of skills, active engagement, and deeper comprehension among pupils. Adaptability was demonstrated through contextualized strategies, differentiated instruction, responsive lesson planning, classroom management, and ICT integration. However, teachers encountered readiness gaps among pupils lacking foundational literacy and motor skills, as well as continuity challenges due to lengthy integrated lessons disrupted by suspensions, activities, or absenteeism. To address these, an Instructional Adaptability Plan was developed, emphasizing shorter lesson units, contextualization, and professional development. The study concludes that teacher adaptability is central to bridging policy and practice, ensuring ILE’s sustainability and effectiveness. Recommendations include continued implementation, institutionalized professional development, and refinement of ILE lessons. This research contributes to strengthening instructional leadership, guiding policy refinement, and supporting teacher professional growth, ultimately enhancing learner outcomes.