Cultivating Purpose Amid Apathy: A Phenomenological Study of Values Education Teachers

This qualitative study explores the lived experiences of Values Education teachers on academic apathy from different schools in the division of Davao City. The study duels in the three main objectives: the lived experiences of Values Education teachers on academic apathy, the mechanism of coping with the challenges in dealing with academic apathy, and the insights and recommendations they can give in the academe and community in addressing academic apathy. Using the thematic analysis, the research identified key themes. In the lived experiences of the participants, it was revealed, manifestation of student disengagement among learners' superficial student engagement, avoidance from active classroom engagement, disruptive inattentions and emotional toll of disengagement. In mechanisms of coping with academic apathy, the themes emerged were using interactive and engaging strategies, interactive peer-based learning, fostering a supportive learning environment, collaborating with colleagues, and commitment to lifelong professional development. Lastly, for the insights and recommendations from the participants, the key points that appeared were strengthening school community support, empowering student success through supportive home environments, transforming education through student-centered and values-based practices, and building inclusive partnerships for school success. These key findings are vital tools for the solution to the problem of academic apathy that slowly destroys education.

Education, Values Education, academic apathy, phenomenology

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