Vol. 5, Issue 1, Part A (2023)

The study aimed to determine the new pedagogical implications on issues and challenges encountered by the MTB-MLE teachers. The study used a qualitative approach and utilized the lived experiences of the MTB-MLE teachers to identify the pedagogical implications. There are three main themes developed in this study, with excerpts quoted from the interview to highlight the perception of the teachers as posted in the research questions. These three main themes included Students and Teachers’ Issues and Challenges in Teaching MTB-MLE, Best Practices Implemented to meet the Challenges, and Pedagogical Implications. Sub-themes were also formed based on the data gathered from the interview. These sub-themes include Limited Reading Materials and References, Language Conflict, and Lack of Training for Teachers, which fell under Students and Teachers’ Issues and Challenges in Teaching MTB-MLE; Improvisation of Instructional Materials, Remedial Instruction, Attendance to Trainings, Self-motivation to Learn and Teach the Lesson, and Collect inputs and insights from the seasoned teachers, which fell under Best Practices Implemented to meet the Challenges; and On the Quality Education, On Students’ Literacy, On Effective Implementation, which fell under the C. Pedagogical Implications. It is concluded that MTB-MLE teachers have to undergo intensive training to meet the requirements of the competencies of the subject. It is recommended that a curriculum review will be conducted to elementary schools.