Innovative Strategies in Teaching Reading Comprehension: A Thematic Analysis of Grade 10 Teachers in Mandaue City Division

The qualitative study explores the lived experiences of ten Grade 10 English teachers in selected public junior high schools in Mandaue City, Philippines, as they implement innovative strategies to enhance reading comprehension. Recognizing the critical role of reading comprehension in academic success and lifelong learning, the research addresses persistent challenges associated with traditional instructional methods. Using a phenomenological approach, data were collected through semi-structured interviews with ten purposively selected teachers, each with at least two years of experience and prior engagement in innovative practices. Thematic analysis revealed five key themes: culturally responsive and localized teaching, student-centered and participatory approaches, resourcefulness amid constraints, positive learner transformation, and the need for institutional support. These findings highlight the importance of teacher agency, creativity, and systemic backing in promoting effective literacy instruction. Recommendations are offered for educators, school leaders, and policymakers to strengthen reading comprehension outcomes in public secondary education.

reading comprehension, innovative strategies, phenomenology, teachers’ experiences, secondary education

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