Community-Centered Learning: Fostering Learner Motivation and Engagement Through Collaborative Partnerships

AUTHOR(S)

MARIA CHRISTINA S. MARTIN

ABSTRACT

—— This study explored the experiences of teachers, their coping strategies, and insights into fostering learner motivation and engagement. A qualitative research design was employed, utilizing in-depth interviews (IDIs) and focus group discussions (FGDs) with purposively selected 10 elementary school teachers. Data were analyzed thematically to uncover patterns related to challenges, strategies, and realizations about learner motivation. Teachers reported challenges such as learner engagement issues, resistance to group activities, and environmental impediments like gadget distractions and large class sizes. Coping strategies included designing interest-based learning approaches, fostering a sense of belonging, and leveraging resources like educational technology and small-group learning communities. Insights revealed the importance of personalization, strong peer relationships, diverse teaching strategies, and comprehensive support systems in enhancing learner motivation. The findings highlight the need for systemic support from educational stakeholders to address these challenges. Professional development, improved communication channels, and resource allocation were identified as key to sustaining learner engagement. Teachers’ strategies emphasize the significance of adaptability and collaboration in overcoming motivational barriers and fostering an inclusive learning environment. Keywords — Community-centered learning, learner motivation, collaborative partnership, classroom engagement