EMBRACING CHANGE: UNVEILING TEACHERS’ EXPERIENCES IN THE DEPARTMENT OF EDUCATION “OPLAN BAKLAS” BARE CLASSROOM WALLS POLICY

Francisco A. Cosares, Jeannet E. Canda

Abstract


This phenomenological study explored the lived experiences of 10 purposively selected teachers in implementing the Department of Education’s “Oplan Baklas” Bare Classroom Walls Policy. Using a qualitative research design, data were gathered through in-depth interviews and analyzed using Colaizzi’s method for phenomenological analysis. The findings revealed several challenges faced by teachers, including the absence of visual learning materials, reduced learner engagement, difficulty in introducing new concepts, restricted creativity, and a diminished sense of community within the classroom. Participants also expressed concerns about emotional and financial burdens, although some acknowledged that the policy helped reduce classroom decoration expenses. To overcome these challenges, teachers demonstrated resilience and adaptability by reassessing their teaching strategies, becoming more resourceful, and integrating computer-aided instruction. They creatively maximized their learning spaces, leading to improved learner attention and a more focused environment. Some teachers embraced the policy as an opportunity to rethink conventional classroom norms and practices. Ultimately, this study underscores the importance of teacher adaptability and innovation in navigating systemic educational reforms, highlighting that even in the face of limitations, educators can transform challenges into meaningful opportunities for growth, creativity, and professional development.

 

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educational management, pandemic, “Oplan Baklas”, Bare classroom, phenomenology, Philippines

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References


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