Instructional Challenges Encountered by Grade 6 ESP Teachers in Implementing Role-Playing Activities

Abstract

Role-playing offers Grade 6 learners opportunities to explore values through realistic situations, but classroom constraints may limit the quality of these activities. This study describes implementation challenges reported by Edukasyon sa Pagpapakatao teachers in a public elementary school in Tagbilaran City, Philippines. A descriptive-qualitative approach was used to examine interviews with five purposively selected Grade 6 teachers. The researchers used a content-validated, five-item interview guide, pilot-tested the questions, manually transcribed responses, and applied thematic analysis. Two major challenges emerged: limited preparation time and difficulty sustaining equitable participation. Teachers described forty-five-minute class sessions, insufficient practice opportunities, and competing demands during group performances. They also identified pupil shyness, varying confidence and acting skills, and unequal involvement when more confident group members dominated planning and performance. These conditions could reduce opportunities for thoughtful engagement with values-related situations and post-performance reflection. Findings reflect teachers’ experiences rather than direct observation or measured changes in students’ metacognition. The accounts suggest practical ways to improve role-playing implementation, including additional preparation time, clearer group responsibilities, targeted encouragement, and protected reflection periods. Future studies should examine these adjustments in other schools and include pupil perspectives and classroom observations. The findings underscore logistical and participation barriers as important considerations in planning reflective role-playing activities for values education.