Perspectives and Lived Experiences of Master Teachers in San Narciso Districts I and II on Lifelong Learning within Basic Education

Abstract

Using Interpretative Phenomenological Analysis (IPA), the study sought to analyze master teachers’ perspectives and lived experiences in lifelong learning within basic education. Among others, Knowles’ theory of andragogy and Kaplan’s theory of lifelong learning served as the theoretical framework of the study.  The participants were 10 master teachers of San Narciso I and San Narciso II Districts in the Division of Quezon. Data were collected through key informant interviews and examined following the seven-step analytical procedure of Smith, Flowers, and Larkin (2009). The findings revealed that lifelong learning is perceived by master teachers under study as a continuous and purposeful process essential to both personal and professional growth. It was also found that they integrate lifelong learning into their teaching and mentoring practices, shaping their professional identity as reflective practitioners and instructional leaders. The study concluded that lifelong learning significantly shapes master teachers’ growth and professional identity. It was also revealed that integrating lifelong learning into practice strengthens collaboration and instructional leadership. Based on the findings and conclusions, the study recommends that schools strengthen supportive professional learning environments and enhance structured opportunities for reflection, knowledge-sharing, and collaborative professional growth among educators.