Pedagogical Challenges and Teaching Practices of Teachers in Zone 2, Division of Zambales

This study investigated the pedagogical challenges and teaching practices of public elementary school teachers in Zone II, Schools Division of Zambales, during SY 2025–2026. Respondents were predominantly female, middle-aged, married, occupying Teacher III positions, and pursuing graduate studies. Findings revealed that teachers experienced moderate challenges, particularly in learner readiness and engagement, yet consistently demonstrated high levels of teaching practices across planning, instruction, classroom management, and assessment. Pedagogical challenges did not significantly differ across demographic variables, while classroom management varied by educational attainment. No significant relationship was found between challenges and teaching practices, suggesting that instructional performance is maintained despite difficulties. The conclusion underscores the importance of addressing learner-related challenges while sustaining effective teaching practices. Recommendations include targeted professional development, mentoring, resource allocation, and system-wide support programs to strengthen instructional capacity and enhance teacher welfare.