ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——Poor facilitation of science investigatory projects (SIPs) remains a global concern. This phenomenological study explored the experiences of science teachers in facilitating SIPs. Ten public high school teachers of Davao City participated in focus group discussions, which revealed two major emerging themes: shifting responsibilities and balancing authority and autonomy. While several sub-themes were aligned with the theoretical framework, no additional sub-themes were identified under the emerging themes. The findings suggest that balancing authority and autonomy may serve as a potential mediating factor between teachers’ experiences in acting as SIP facilitators and the knowledge they gain through the process. It is recommended that education committees recognize teachers as key actors in SIP implementation by reducing their teaching loads and assigning them to a single primary responsibility to enhance facilitation quality. Keywords: Fighting against exhaustion, experiences of science teachers, facilitating science investigatory projects