ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— The study investigated the lived experiences of non-specialist educators tasked with instructing Edukasyon sa Pagpapakatao (EsP) in a few Tacloban City public secondary schools. To find out how they actually handle the topic, what coping mechanisms they use, and how we can help them more effectively in the future. Given how crucial EsP is in forming students’ moral, ethical, and social values, it’s important to understand how educators who are not formally trained in values education handle the demands of the subject. Using a qualitative phenomenological design, the teachers’ personal and professional journeys were examined. Purposive sampling was used by the researchers to choose 12 participants. To identify recurring themes, data was gathered through semi-structured interviews and then thematically analyzed. The results showed that nonspecialized teachers faced a number of difficulties, such as inadequate content knowledge, a lack of confidence when dealing with delicate subjects, restricted access to instructional materials, and a lack of training opportunities. Participants showed resilience as well as flexibility in spite of these difficulties. In order to make lessons relatable and powerful, they stated applying a variety of coping strategies, including self-directed study, teamwork with other educators, online platforms, and relying on personal experiences. Additionally, while teaching EsP, some teachers felt a greater sense of self-awareness and personal development. Based on the findings, the study recommends the provision of regular training for EsP instruction, availability of teaching materials, and support from school head to help non-specialized teachers perform effectively. Recognizing their efforts and creating a more inclusive and supportive teaching environment will also help improve the quality of EsP education. Keywords — Non-specialized teachers, Edukasyon sa Pagpapakatao, Lived Experiences, Coping Mechanisms, Values Education, Teacher Support, Phenomenological Study, Tacloban City, Qualitative Research, Teacher Development