Voices from the Field: Exploring Learners’ and Teachers’ Experiences in Work Immersion Programs

This qualitative-narrative inquiry study explored the experiences of work immersion learners and teachers among the Mother High Schools of the Third Congressional District of the Schools Division of Iloilo to understand the challenges that affect the implementation of the Senior High School Work Immersion Program. Using thematic analysis, the study examined the learners’ and teachers’ accounts on work immersion program. The findings showed that learners needed strong guidance and support especially in areas such as punctuality, responsibility, communication, and adapting to workplace expectations. Teachers noted that some students struggled with confidence, work habits, and handling real-world tasks, which required continuous monitoring and coaching. Learners’ experiences were also shaped by the quality of school–industry partnerships. When expectations were clear and workplace tasks were meaningful, students showed better engagement and learning. However, communication gaps and unclear instructions sometimes confuse learners, which may affect their performance. Behavioral issues such as tardiness, absenteeism, and inconsistent effort were common challenges that teachers had to address. Hence, the insights reveal that improving learner readiness before deployment and strengthening teacher and school support during immersion were essential to help develop workplace skills, positive attitudes, and real-world preparedness. These improvements can lead to stronger learning outcomes and more successful immersion experiences for both teachers and learners.

Qualitative narrative inquiry, Senior high school

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