A Pyramid of Strength: The Pedagogical Resilience of Adaptive Mathematics Teachers (PRAM)

Abstract

The evolving landscape of Philippine educational reforms—spanning the Revised Basic Education Curriculum (RBEC), K to 12, and MATATAG initiatives—presents formidable challenges for elementary mathematics teachers. This study, grounded in Straussian Grounded Theory, delves into the pedagogical resilience of these educators, investigating the strategies they employ to sustain effective instruction amidst curriculum transformations. Utilizing Symbolic Interactionism as an interpretive lens, the research captures their lived experiences through in-depth interviews with twenty elementary mathematics teachers in the Iloilo Province Division and document analysis. A rigorous qualitative approach—incorporating open, axial, and selective coding alongside constant comparison and memo writing—yielded key themes that illustrate the complexities of adaptation. Teachers reported various challenges, including instructional barriers, resource constraints, inadequate training, technology integration difficulties, workload management concerns, and learner-related issues. In response, they demonstrated pedagogical resilience through five interrelated domains: cognitive, behavioral, supportive, emotional, and reflective strategies. The study culminates in the development of the Theory of Pedagogical Resilience of Adaptive Mathematics Teachers (PRAM), conceptualized through a dynamic Pyramid Model. This model posits that pedagogical resilience emerges from the interaction and reinforcement of these five domains, enabling teachers to navigate curricular shifts effectively. PRAM provides valuable insights for professional development initiatives, institutional support enhancements, and policy reforms, ensuring the continuity and quality of elementary mathematics education in the Philippines.